发展性评价在中学数学教学中的应用研究
Research on the Application of Developmental Evaluation in Middle School Mathematics Teaching

教学评价是教师获取学生学情信息、优化教学策略的重要依据。通过系统分析教学过程与学习成效，教师能够精准把握学生认知特征、思维偏好及课堂互动表现，从而针对性地调整教学方向。当前中学数学教学中，传统评价方式多聚焦知识掌握程度，忽视对学生逻辑推理、创新思维等素养的培育。在构建数学教学评价体系时，需突破传统仅关注知识掌握度的局限，将发展性评价作为提升学生核心素养的关键路径。此类评价并非以任务达成为单一导向，而是通过动态化、个性化的评估机制，有效激发学生数学学习内驱力，增强其面对复杂问题的探究信心。在实操层面，教师需结合数学学科特性，促使学生在自我审视与合作交流中发现知识盲区，完善认知结构。实践表明，系统性发展性评价能显著提升学生数学学习效能，其关键在于形成“评价–诊断–教学改进”闭环，最终实现从知识传递向素养培育的范式转变。
Teaching evaluation is an important basis for teachers to obtain students’ learning information and optimize teaching strategies. Through systematic analysis of teaching process and learning effect, teachers can accurately grasp students’ cognitive characteristics, thinking preferences and classroom interaction performance, so as to adjust the teaching direction. In the current middle school mathematics teaching, the traditional evaluation methods mainly focus on knowledge mastery, ignoring the cultivation of students’ logical reasoning, innovative thinking and other qualities. In the construction of mathematics teaching evaluation system, it is necessary to break through the traditional limitation of only focusing on knowledge mastery, and take developmental evaluation as the key path to improve students’ core literacy. This kind of evaluation is not based on the single orientation of task achievement, but through the dynamic and personalized evaluation mechanism, it can effectively stimulate students’ inner drive of mathematics learning and enhance their confidence in exploring complex problems. At the practical level, teachers should combine the characteristics of mathematics subject to encourage students to find knowledge blind spots in self-examination and cooperation and improve cognitive structure. Practice shows that systematic developmental evaluation can significantly improve students’ learning effectiveness in mathematics. The key lies in forming a closed loop of “evaluation, diagnosis and teaching improvement”, and finally realizing the paradigm shift from knowledge transfer to literacy cultivation.