新课标背景下小学教育过程性评价的创新路径探析

An Exploration of Innovative Approaches to Process-Based Evaluation in Primary Education under Background of the New Curriculum Standards

摘要: 传统以终结性考试为主导的小学教育评价模式已难以适应高质量教育发展的时代需求。本文基于政策文本分析与一线教学观察，系统梳理当前小学过程性评价中存在的理念偏差、内容窄化、方法单一等问题，提出应重构“发展性、情境性、整体性”的评价理念，并从评价内容、方法、主体和技术四个维度探索创新路径。研究表明，构建“三维六域”综合评价指标体系，推广“表现性任务和成长档案袋”双轨模式，推动“师生家社”协同参与的多元评价机制，辅以AI赋能的智能化支持系统，方能实现过程性评价深度融入日常教学，真正发挥其促进学生全面而有个性发展的育人功能。

Abstract: The traditional primary school education evaluation model dominated by summative exams has become difficult to meet the demands of high-quality education development. Based on policy text analysis and frontline teaching observation, this paper systematically reviews the current issues in primary school formative assessment, such as conceptual deviations, narrowed content, and single methods, and proposes reconstructing the evaluation philosophy to be “developmental, contextual, and holistic”. It also explores innovative approaches from four dimensions: evaluation content, methods, participants, and technology. The study shows that establishing a “three-dimensional, six-domain” comprehensive evaluation index system, promoting a dual-track model of “performance tasks and growth portfolios”, advancing a diversified evaluation mechanism involving “teachers, students, families, and communities”, supplemented by an AI-enabled intelligent support system, is essential to deeply integrate formative assessment into daily teaching and truly realize its educational function of promoting students’ comprehensive and personalized development.