2001年7月，教育部颁布了《全日制义务教育数学课程标准(实验稿)》(以下简称《标准》),第一次明确将“实践与综合应用”纳入到数学课程中，并且与“数与代数”、“空间与图形”、“统计与概率”置于同等地位，组成四大学习领域。“实践与综合应用”强调了数学知识的整体性、现实性和应用性，对培养学生的创新意识和实践能力有很强的促进作用，因此成为小学数学课程改革的一个亮点。在梳理相关文献的过程中，笔者发现国内关于“实践与综合应用”领域的文章比较多，但大多数是关于教材编写、教学活动设计、教学策略实施以及“实践与综合应用”领域实施情况的调查等方面。但是关于“实践与综合应用”领域的学生评价研究在我国还非常少。就所查阅到的资料来看，真正关于数学实践活动学生评价的研究只有1篇，而且这篇文章只从理论上阐述数学实践活动的评价应如何做，缺少实证研究。于是本研究结合SOLO分类理论和波利亚的问题解决思想，编制了评价表。然后，立足教材编制测试题，利用评价表对学生作业（或作品）进行了验证性研究。本研究的主要目的在于：第一，力图在解读SOLO分类理论和波利亚解题思想的基础上，制定“实践与综合应用”领域评价学生作业（或作品）的评价工具；第二，通过实验，寻找与传统评价的差异。第三，通过研究，为今后开展小学数学“实践与综合应用”领域的学生评价提供一些建议。本研究通过对海淀实验小学三年级和海淀区培英小学五年级进行测验，发现验证了研究假设，就是可以将SOLO分类理论运用到“实践与综合应用”领域评价学生的作业（或作品）。SOLO分类理论既可以用来评价个人作业（或作品），也可以用来评价小组作业（或作品）。与传统评价相比，SOLO分类理论在评价“实践与综合应用”领域方面有其自身的优越性，能提供更多的反馈信息，有助于改进教师的教学，有助于及时对学生的数学成就和进步进行评价，有助于改善学生对数学学习的态度和情感，可以为教师评价学生提供一种新的视角，有利于学生开展自评和互评。根据上面的研究结果，本研究为如何更好地开展学生评价提了一些建议：教师在评价前应精心设计测试题目，测试题目的情境应比较新颖和有思维梯度；教师在使用评价表时应选用解题过程或思路能清晰呈现的题目；教师还可以将评价表提供给学生，以便让学生进行自评和互评等。

The Ministry of Education issued a "full-time compulsory education in mathematics curriculum standard (trial version)" (hereinafter referred to as "standard") on July 2001. “Practice and Synthesis Application”, which is one of the four components of learning domains, has been firstly put in the same level in the Mathematics Curriculum Standard. Practice and Synthesis Application emphasizes integrity, reality and application of mathematics. Practice and Synthesis Application has positive effects on students’ practical and innovative consciousness, as well as on students’ practical and innovative ability. So it became a highlight in the Mathematical curriculum reform.In the process of carding the literature, I found that the research of Practice and Synthesis Application is very big, for example, the study on elementary mathematics practice and comprehensive application teaching implementation strategy and so on. But the study on student assessment is still very small in China. There is only one article about the evaluation of students on Chinese Academic Journal Web. And the study expounded in theory what to do on the evaluation of mathematical for the filed of “Practice and Synthesis Application”, the lack of empirical research. So I worked out the evaluation form with SOLO taxonomy and George Polia’s thinking theory of solution. Then I compiled tests based on two textbooks and analyzed students’ work (or works) with using it. The main purpose of experiments include: first, I want to work out the evaluation form about student’s work (or works) on the filed of “Practice and Synthesis Application” , which is based on SOLO taxonomy and George Polia’s thinking theory of solution; second, I want to test the hypotheses, find the difference between the new form and traditional evaluation through the experiment; third, through research, I hope it can provide some suggestions on student assessment for the filed of “Practice and Synthesis Application” in primary mathematics curriculum for the future. Through testing the third grade of Hai Dian Experimental Primary School and the fifth grade Pei Ying Primary School, I found it validated the assumption that the theory can be applied the SOLO taxonomy to the field of "Practice and an Application" in evaluation of student work (or works). The SOLO taxonomy can be used to evaluate both individual work (works) and group work (works). Compared with the traditional evaluation, the SOLO taxonomy has its own advantages. It can provide more feedback, promote teachers’ teaching, contribute to evaluate the achievements and progress in mathematics, help to improve students’ attitudes and feelings in mathematics, provide a new perspective to evaluate students for teachers and help students to develop self-assessment and peer assessment.According to the findings above, the study made some suggestions on how to better carry out student assessment: teachers should carefully design tests which must be novel and have the levels of thinking before evaluation; teachers should select problem-solving process or idea of tests while using the evaluation form; teachers should give students the evaluation form in order to self-assessment and peer assessment, etc..