“日听班”的产生:追问“学生学业成绩”的背后现有的最常用的课堂教学评价方法是分学科的听课、评课,这样的评价方式对于学科教学水平的提高等方面有着重要作用,但这样的评价也有许多不尽合理之处。我们常常会在课后听到教师这样埋怨:“这个班级的学生太差!”“今天学生一点也不配合我上课”显然这样的教师还不能客观、全面地反思自己的课堂教学。2008年,我校参加了全国学生学业水平抽测。当拿到那本厚厚的反馈报告时,我们突然发现,这次测试反馈的不仅仅是学生的考试成绩,更多关注的是这些成绩的背后,关于“教师的教”和“学 ”Listen to class “ generation: ask ”Student’s academic performance “ Behind the existing most commonly used classroom teaching evaluation method is sub-disciplinary lectures, classes, such evaluation methods for the improvement of academic teaching level However, there are many unreasonable points in this evaluation. We often hear teachers complain after class: ”This class of students is too poor! “ ”Today students do not work with me “ Obviously such teachers can not objectively and comprehensively reflect on their own classroom teaching . In 2008, our school participated in the national student academic level sampling. When we get that thick feedback report, we suddenly found that the test feedback is not only the student’s test scores, more attention is behind these scores on the ”teacher’s teaching " and learn