单一评价方式对学生在这一过程中的整体音乐素质的发展无法给以准确的衡量,也不利于激励学生多方面的喜爱、学习与享受音乐。构建一种“兼具共性与个性、兼顾强生与弱生、过程性与阶段性并重、达标与激励并举”的评价体系,以此来促进学生音乐素质真正有效的提高。其基本形态大致可以形容为:“途径多元化、评价有载体、课堂为主线、内容有弹性”。 The single evaluation method can not give an accurate measure of the students’ overall musical quality in this process, nor is it conducive to inspire students to love in many aspects and to learn and enjoy music. To build a “both commonalities and individuality, taking into account the Johnson and the weak students, both process and stage, standards and incentives simultaneously” evaluation system, in order to promote the real and effective improvement of student music quality. Its basic form can be broadly described as: “Diversified approaches, evaluation of the carrier, the classroom as the main line, content flexibility ”.