传统的音乐学科评价习惯以“一歌”或“一卷”来评价学生的学习成果。这样的评价内容简单,标准不一,随意性大,更忽视孩子主观能动性的发挥。基于对加德纳教授多元智能理论的学习,结合自身课堂教学实践,以“班级音乐会”、“音乐档案袋”、“吹拉弹唱,强项择优”等评价方式和方法,体现音乐学科评价中以“学生为本”的原则,更好地关注个体差异,并强调音乐学科评价的“全面性”。一、学科评价的理论依据1.多元智能理论的认识。美国著名心理学家霍华德·加德 The traditional music discipline evaluation habits to “a song ” or “a roll ” to evaluate students’ learning outcomes. Such evaluation is simple, different standards, randomness, but also ignore the children’s subjective initiative to play. Based on Professor Gardner’s theory of multiple intelligences, combined with his own classroom teaching practice, his evaluation methods and methods such as “Class Concert ”, “Music Portfolio ”, “ , Reflecting the principle of ”student-oriented“ in the evaluation of music disciplines, paying more attention to individual differences and emphasizing the ”comprehensiveness" of music subject evaluation. First, the theoretical basis for subject evaluation 1. Multiple intelligent theory of understanding. The famous American psychologist Howard Gard