当前部分学生的学习动机很弱，在学习生活中表现得非常被动，这对学生学习成绩的提高及其未来发展都很不利。为改变这种状况，激发学生积极正确的学习动机，本文试图从教师课堂教学评价与学生学习动机的相关性视角展开研究。在具体研究路径上，论文通过对当前课堂教学评价的状况及其存在问题的分析，力求把握不同的课堂教学评价对不同年龄段学生以及不同性格学生的学习动机的影响，同时，结合问卷调查与案例分析，梳理总结课堂教学评价影响学生学习动机的种种现实表现。以此为基础，科学运用相关教学评价理论学习动机理论的研究成果，深入分析教师教学评价与学生学习动机之间的内在相关性，进而寻求有效激发学生学习动机的课堂教学评价原则和策略。

Nowadays the part of the students' learning motivation is very weak and in their study life they are very passive, which have a bad influence on the improvement of students' learning and their development in the future. In order to change this situation and encourage students' correct learning motivation, this article attempts to study some relevance to the class teaching evaluation and students' learning motivation . In the specific research path, the dissertation ,based on the current situation of the classroom teaching assessment and analysis of the existing problems ,strives to grasp effects about different classroom teaching assessment for students of different age, different personalities of students' learning motivation. Meanwhile, it combines different types of questionnaires and case analyses, and summaries all kinds of reality performance in which classroom teaching assessment affects students' learning motivation. On basis of this, it uses scientifically research results about the related scientific evaluation of teaching theory and learning motivation theory .At the same time, it thoroughly analyses the inner relationships between teachers' teaching evaluation and students' learning motivation. What’s more ,it seeks effective teaching evaluation principles and strategies to inspire students' learning motivation .