教学评价具有导向、约束、激励作用,不同的评价目的、标准和方式将引导教学向着不同的方向发展。传统的教学评价是一种表态的评价,往往是教师从学生学习所达到的终点的结果来判定学生的优劣、成败。教学采用的是一成不变的模式,学生做----教师评----学生听,完全由教师独揽,学生成为被动的评价客体,丧失了评价的主动权和积极性。对此,银川市兴庆区第四小学积极开展教学评价方法改革,针对学生的实际,因人而异,提出了素质发展的不同要求与目标, Teaching evaluation has the guidance, restraint, motivation, different evaluation purposes, standards and methods will guide the teaching in different directions. The traditional teaching evaluation is a statement of position evaluation, often teachers from student learning to achieve the end result to determine the pros and cons of students, success or failure. Teaching is a static model, the students do ---- teacher evaluation ---- students listen, completely by the monopoly of students, students become passive evaluation of the object, the evaluation of the initiative and enthusiasm lost. In response, Xingqing District, Yinchuan Fourth Primary School actively carry out the reform of teaching evaluation methods, according to the actual students, vary from person to person, put forward the different requirements and goals of quality development,