基础教育课程改革后,人们开始比较自觉地在课堂教学中运用评价促进学生阅读感悟效率的提高。但一些课堂的评价不具任何意义上的效果,甚至还是某些意义上的适得其反。对此,人们不仅仅需要运用评价策略,更应思考赖于评价促进学生阅读感悟的策略。 After the reform of basic education curriculum, people began to use the evaluation in classroom teaching consciously to promote the improvement of student reading comprehension. However, some classroom evaluations do not have any meaningful effect and are even counterproductive in some sense. In this regard, people not only need to use the evaluation strategy, but also should rely on evaluation to promote students’ perception of reading strategies.