Chapters discusses the problem in teacher assessment theory and practice in china , analysis the use of teaching portfolio assessment to teacher assessment evolution in china , and advises the implementation of teaching portfolio assessment 第五部分结合我国教师评价理论和实践中存在的问题，探析教学档案袋评价对于我国教师评价改革的借鉴意义，建议在教师评价和教师专业发展领域推广运用教学档案袋评价方式。
Finally , reflection is done on a series of aspects such as the reliability and validity of fine arts portfolio assessment , the utility and feasibility of evaluation standards , the merits and the problems needed to be studied of fine arts portfolio assessment 文末，在对美术档案袋评价的试用及调查的基础上，对幼儿园美术档案袋评价的效度和信度、评价标准的合理性与可行性、整个评价方案的优点与值得继续探索的问题进行了反思。
Imagines the training effect of the mathematics key teacher . being direct at the traditional evaluation method , leads different quality method - portfolio assessment . from the implication , the meaning and the profit of the portfolio assessment , manages to design how to use it 第四部分，关于评价数学骨干教师培训效果的设想，针对传统的评价引入质的评价方法? ?档案袋评价，从档案带评价的涵义、意义及其优点着手，设计在教师培训中如何使用档案袋评价。
Teaching portfolio has been implemented in the teacher assessment movement in u . s . teaching portfolio is more authentic , more developmental , and more comprehensive than testing and classroom observations . and it is convenient for professional growth of teachers and showing their competence 教学档案袋评价超越了传统教师评价方式，较之以前的测验测量、课堂听课，教学档案袋评价使教师评价更具真实性、全面性、发展性，便于展现教师能力和促进教师专业发展。
Taking the development of young children ' s creation of fine arts as assessment objects , guided by modern advanced educational assessment theory , the author chooses portfolio assessment as basic evaluation methods . in the thesis , following are the main ideas on how to carry out fine arts portfolio assessment 本研究以幼儿的美术创作发展为评价对象，在时代精神的关照下，以当今先进的教育评价理念为指导，选择了质化评价方法中的档案袋为基本的评价方式。
The thesis holds that inquiry study is not only a curriculum but also a kind of study activity as well as an approach . this evaluation of inquiry study places more emphases on four aspects , including the whole process and the multiplicity of the subjects . the employment of portfolio in the evaluation aims to help the students understand the purpose of setting up portfolio and to get them to participate in its design 本文认为，研究性学习既是一门课程，同时又是一种学习活动、一种学习方式等；研究性学习评价更强调评价时间的全程性、评价主体的多元性等四个方面；利用档案袋进行研究性学习的评价要让学生明确建立档案袋的目的、参与档案袋的设计，评价应包括过程性评价和总结性评价二大部分，其中过程性评价主要反映在课题研究过程中及时填写的各类表格中，总结性评价分学生自评、小组评议与小组自评、教师评价、三方对话以及学校总评等几个步骤进行。
First , i analyze the definitions , characteristics , classification and principles . then i explore the contents in the physics learning file pouch : how to set up students " psychology file pouch , physics learning file pouch , self - reflection file pouch and experimenting abilities file pouch ; how to decide on their contents and how to carry out this program 首先就档案袋的定义、特点、分类、原则进行了分析，同时，探讨了物理学习成长档案袋所包括的内容：学生物理学习心理档案袋、物理知识掌握档案袋、自我反思档案袋、实验探究能力档案袋、小组交流讨论档案袋等档案袋的建立、内容设置、具体实施等问题。
As to how to exert learning assessment successfully , this article has some probes , and attempts to form a learning assessment system . this system advocates collaboration between teachers and students , attaches importance to testing , daily assessment , science explorations ’ portfolio assessment and science experiments ’ authentic assessment , and guides students to assess themselves . to sum up , this system requires its ideal , objective , measures and results be “ appreciated ” and be received by all students 基于以上研究，本文制定了相应的具有可操作性的学业评定标准，并对学业评定如何实施进行了有益的探索，认为当前亟需构建一个强调师生合作，重视考试(书面测试) 、日常评定、科学探究的档案袋评定以及科学实验的表现性评定相结合，引导学生开展自我评定和同伴评定的学业评定体系，这一体系强调学业评定的理念、目标、方法和结果必须被学生所真正“欣赏”和接受。
This research project , based on the existing problems in mathematics curriculum evaluation and the conceptions of mathematics curriculum as the guideline , systematically analyzes the basic characteristics of the developmental evaluation , i . e . multi - dimensional , formative , developmental , understanding and inspiring . drawing on the modern mathematics conceptions , multi - intelligence theory and theories of constructivism , this project systemically illustrated the connotation of the developmental evaluation : the key of evaluation is for application ; the goal is multi - dimensional ; the process is context - dependent ; the outcome is to promote the development . in view of the conceptions of developmental evaluation ( i . e . human - centered whole evaluation ; quality - focused overall evaluation ; participation - stressed autonomous evaluation ; future - faced evaluation ; guiding evaluation and inspiring evaluation ) , the components of the developmental evaluation model in the new mathematics curriculum is analyzed in details in this project ( i . e . goal system , subject system and object system ) and the core structure of the developmental evaluation is established ( i . e . evaluation indicator system model ) 本课题研究以数学课程评价的现存问题为着手点，以数学课程理念为目标指向，系统分析了数学新课程发展性评价的多元性、形成性、发展性、理解性、激励性等基本特征;以现代数学观、多元智力理论、建构主义理论以及成功智力理论为理论背景，系统阐述了数学新课程发展性评价之意蕴?评价核心聚焦应用，评价目标指向多元，评价过程依存情境，评价结果归依发展;以数学新课程发展性评价理念，即以人为本的全体性评价、注重素质的全面性评价、注重参与的自主性评价、促进完善的引导性评价、不断进取的激励性评价、面向未来的期望性评价为航标，深入剖析了数学新课程发展性评价模式的构成成分，即目标系统、主体系统和客体系统，由此构建发展性评价模式的核心图式?评价指标体系的模式:以数学新课程发展性评价过程为参照，寻求并创设评价准则的设计技术，评价权重的构造技术，评价信息的收集技术，评价结果的分析与处理技术;以数学新课程评价系统内蕴的一般认识论、发生认识论与发展认识论指导评价方法，详细探讨了档案袋法、表现性评价、自我评价与同伴评定相结合的方法、苏格拉底式研讨评定和测验法在评价中的应用。
This thesis tries to illuminate the concept , significance , characteristics and principles of the evaluation of inquiry study . it makes an analysis of the differences of the evaluation between inquiry study and traditional curriculum as well as discussing several relationships which must be coped with in the process of evaluation . furthermore , based on certain relevant practice , the thesis suggests a basic structure of evaluation which employs portfolio 本文从研究性学习的概念和特点出发，阐明了研究性学习评价的概念、意义、特点和原则，分析了研究性学习评价与传统课程评价的区别，探讨了研究性学习评价过程中必须处理的几对关系，并在实践基础上构建了利用档案袋进行研究性学习评价的运作体系。
