自2001年综合实践活动课程设立以来，经历了试点、小范围实施到全面实施的过程，学校在这一过程中不断的探索与实践。2017年9月，教育部发布《中小学综合实践活动课程指导纲要》后，综合实践活动课程的性质与理念、目标、内容、实施、管理等更加清晰的呈现在学校面前，为学校开展综合实践活动提供了更多思路。但是初步调研发现综合实践活动课程虽然全面实施，但效果甚微；综合实践活动课程评价是活动开展过程中的短板。 本研究通过2轮的访谈对全国范围内5所综合实践活动课程开展较好的学校进行实践调研，对访谈资料进行整理和类属分析。研究发现综合实践活动的评价形成了评价方式多元化、评价主体多样化、注重过程性资料的收集、关注过程性评价的经验。存在主要关注学生评价，对课程的评价关注较少；注重过程性资料收集，但评价标准较模糊的困境。已经实践的经验与困境为课程评价体系的构建提供实践基础。 在实践基础上，本研究对所采用的两个理论基础（CIPP课程评价模式、发展性评价理念）进行深度分析。对CIPP模式的形成背景、主要内容、评价方法等进行总结，对CIPP模式与综合实践活动在对课程整体开展评价、注重对过程的评价、改进作为评价的主要目的方面的契合进行了分析。对发展性评价理念的内容进行了总结，对发展性评价理念与传统评价理念的区别进行了对比，对发展性评价理念与综合实践活动课程多元化的评价取向、注重评价的持续性和循环性进行了分析。 在实践和理论的基础之上，初步构建了综合实践活动课程评价体系，然后运用德尔菲法对初步构建的评价体系进行专家咨询，共选定课程领域的4位专家进行咨询，专家对评价体系进行评价并提出改进建议。总结归纳专家咨询意见，反思初步构建的评价体系，进行评价体系的修订，形成综合实践活动课程评价体系（修订版），将课程评价体系（修订版）应用在2所学校的3个综合实践活动中，使用后反馈评价体系及使用意见，根据学校使用意见对评价体系做最后修订，形成综合实践活动课程评价（最终版）。综合实践活动课程评价（最终版）包含主题确定、活动准备、活动过程、活动成果、评价及反思4个一级指标，14个二级指标、35个三级指标及若干评价要点，并将评价体系的使用说明进行了详尽的阐述，力图为学校开展综合实践活动课程评价提供思路与文本。

Since the establishment of the curriculum of comprehensive practical activities in 2001, it has undergone a process from pilot, small-scale implementation to full implementation, in which the school constantly explores and practices. In September 2017, after the Ministry of Education issued the Guiding Outline of Integrated Practical Activities Course in Primary and Secondary Schools, the nature and concept, objectives, contents, implementation and management of the integrated practical activities course are more clearly presented in front of the school, which provides more ideas for the school to carry out integrated practical activities. However, through preliminary research and development, it is found that although comprehensive practical activity curriculum is fully implemented, it has little effect; the evaluation of comprehensive practical activity curriculum is short-cut in the process of activity development. In this study, through two rounds of interviews, five comprehensive practical activity courses in the whole country were well investigated. Then, the interview data were sorted out and the interview data were analyzed. It was found that the evaluation of comprehensive practical activity courses focused mainly on students' evaluation, less on curriculum evaluation and more on process data collection, but the evaluation criteria were moderate. The vague dilemma has formed the experience of diversification of evaluation methods, diversification of evaluation subjects, focusing on the collection of process data and focusing on process evaluation. Practical experience and dilemma provide practical basis for the construction of curriculum evaluation system. On the basis of practice, this paper also makes a deep analysis of the two theoretical foundations (CIPP curriculum evaluation model and developmental evaluation concept) adopted by this institute. This paper summarizes the formation background, main contents and evaluation methods of CIPP mode, and analyses the combination of CIPP mode and comprehensive practice activities in evaluating curriculum as a whole, focusing on process evaluation and improvement as the main aspects of evaluation. This paper summarizes the content of the concept of developmental evaluation, compares the difference between the concept of developmental evaluation and traditional evaluation, and analyses the diversified evaluation orientation of the concept of developmental evaluation and the curriculum of comprehensive practical activities, focusing on the sustainability and circulation of evaluation. On the basis of practice and theory, the curriculum evaluation system of comprehensive practical activities is preliminarily constructed. Then Delphi method is used to carry out expert consultation on the preliminary curriculum evaluation system. Four experts in the field of curriculum are selected for consultation. Experts evaluate the evaluation system and make suggestions for improvement. Summarizing and summarizing expert advice, reflecting on the evaluation system initially constructed, revising the curriculum evaluation system, forming a comprehensive practical activity curriculum evaluation system (revised edition), applying the curriculum evaluation system (revised edition) to three comprehensive practical activities in two schools, using the feedback evaluation system and the use of opinions after the use of the evaluation system, making the final evaluation system according to the use of opinions of the school. Revise and form the final edition of the curriculum evaluation of comprehensive practical activities, which includes four first-level indicators, 14 second-level indicators, 35 third-level indicators and some key points of evaluation, including theme determination, activity preparation, activity process, activity results, evaluation and reflection, and elaborate on the use of the evaluation system in order to provide ideas for schools to carry out the curriculum evaluation of comprehensive practical activities and text.