班主任非正式评价是指班主任在班级管理工作中对学生的学习表现、品德发展、行为表现、个性发展等状况进行动态的生成性的评价。在深化教育评价改革的背景下，关注班主任非正式评价是新时代落实立德树人根本任务的迫切要求，也是班主任个人专业发展的内在需要。
本研究采用自编的《班主任非正式评价问卷》和董妍、俞国良编制的《青少年学业情绪量表》等工具，以来自广东省珠海市斗门区和香洲区的两所公立示范性高中和两所公立普通高中的612名高中生作为研究对象，对不同类型高中生感知到的班主任非正式评价开展问卷调查和现状分析，探讨了班主任非正式评价与高中生学业情绪的关系。
本研究主要分为两个部分：
第一部分是班主任的非正式评价问卷编制部分。经过项目分析和探索性因素分析，本问卷一致性系数为0.973，分半系数为0.96。各个分量表的α系数在0.8以上，分半系数也在0.8以上；经过验证性因素分析，各维度每个因子的AVE＞0.5，CR＞0.7，每个份问卷的因子载荷系数值大于0.7，各项拟合度指标均大于 0.90，模型拟合度良好。该问卷的信度和效度均得到验证，其内容效度和结构效度良好。最后确定问卷维度及其因子分别是：评价性质（肯定评价、否定评价、混合评价）；评价内容（思想品德、学业表现、艺术审美）；评价策略（激励评价、包容评价、延迟评价、纠偏评价、推进评价、挑战评价）。
第二部分是对班主任非正式评价和高中生学业情绪开展现状调查和差异分析，探讨班主任非正式评价与高中生的学业情绪的关系。研究结果表明：
（1）班主任非正式评价的总体水平为中等偏上，学生感知班主任非正式评价状况较好。班主任关注评价内容最多、评价性质次之、评价策略最少。在评价性质中，混合评价和肯定评价比否定评价运用更多；在评价内容中，主要表现为以思想品德评价为主，其次
是学业表现评价，但艺术审美评价运用最少；在评价策略中，主要以纠偏评价为主，依次是激励评价、推进评价、包容评价、延迟评价，挑战评价最少。在差异比较中，班主任非正式评价在性别、角色、班级、年级、学校上都存在一定差异，男生获得评价性质和评价内容方面的评价多于女生、担任班委的学生获得肯定评价与学业表现评价多于非班委的学生、重点班的学生获得评价多于非重点班的学生，这些结果表明，班主任可能会存在用不同方式对待不同类型的学生。不同年级和学校的学生在非正式评价方面也存在一定差异，不同年级在推进评价、延迟评价、挑战评价和纠偏评价存在差异，不同学校在肯定评价、否定评价、学业表现评价和延迟评价上也存在差异。
（2）高中生学业情绪整体状况较好，以积极情绪为主，高唤醒度情绪多于低唤醒度情绪。高中生的学业情绪女生的消极情绪多于男生；担任班委的高中生的积极情绪比非班委学生更多，消极情绪也更少；非重点班的学生无论在情绪的唤醒度、强度都高于重点班的学生；重点高中的积极情绪多于普通高中的学生，但消极低唤醒度情绪也更多；积极高唤醒度情绪、消极高唤醒度情绪、积极低唤醒度学业情绪都存在明显的年级差异，高三的积极情绪和消极高唤醒度情绪最为明显，高一的消极低唤醒度情绪也更多。在学校类型上，重点高中和普通高中的学生在积极高唤醒度情绪和消极低唤醒度情绪上存在着显著的差异。同时，重点高中的积极情绪多于普通高中的学生，但消极低唤醒度情绪也更多。
（3）关于班主任非正式评价与高中生学业情绪的关系，在评价性质上，肯定评价、混合评价与积极学业情绪正相关，否定评价与消极学业情绪负相关；在评价内容上，思想品德、学业表现、艺术审美评价与积极学业情绪呈正相关，与消极学业情绪负相关，其中班主任的思想品德、学业表现评价越少，学生消极情绪就会越明显，同时艺术审美评价越多，学生的积极学业情绪也会越明显；在评价策略上，激励评价、包容评价、推进评价、延迟评价、挑战评价、纠偏评价与积极学业情绪呈正相关（与高兴和平静情绪相关性最高），与消极低唤醒度情绪呈负相关（与厌倦、无助、心烦情绪相关性最高），其中推进评价与希望、平静、放松、无助情绪；挑战评价与自豪、满足、羞愧、愤怒、沮丧情绪；纠偏评价与高兴、厌倦、心烦情绪的联系最为紧密。

The informal evaluation of the head teacher means that the head teacher makes a value judgment on the students' learning performance, behavior and personality development in the class management, and gives the students a kind of dynamic evaluation through the feedback of words, expressions and actions.
Paying attention to the informal evaluation of head teachers is an urgent requirement to carry out the fundamental task of cultivating virtues and cultivating people in the new era and strengthening education. It is also an intrinsic need for the personal professional development of head teachers.
The informal evaluation of the head teacher means that the head teacher makes a value judgment on the students' learning performance, behavior and personality development in the class management, and gives the students a kind of dynamic evaluation through the feedback of words, expressions and actions.
This research is mainly divided into two parts: the first part is the preparation of questionnaire for informal evaluation of homeroom teachers. Through project analysis and exploratory factor analysis, three main dimensions of informal evaluation Questionnaire of Homeroom teachers are established, which are evaluation methods, evaluation content and evaluation strategies, with a total of 37 questions.As a research tool, this questionnaire has good reliability, with a consistency coefficient of 0.973 and a half-point coefficient of 0.96.The Cronbach's α coefficient of each subscale is above 0.8, and the half coefficient is also above 0.8.Through confirmatory analysis, AVE > 0.5, CR > 0.7 for each factor in each dimension, factor loading coefficient value of each questionnaire greater than 0.7, the model fit is good, indicating that the content validity and structure validity of the questionnaire are good.Finally, the three dimensions of the factor are: evaluation nature, evaluation content and evaluation strategy. The first dimension contains three factors: positive evaluation, negative evaluation and mixed evaluation.The second evaluation contains three factors: ideological and moral character, academic performance, artistic aesthetics;The third dimension evaluation strategy contains four factors: inclusive evaluation, delayed evaluation, correction evaluation and promotion evaluation.
The second part investigates the academic emotions of high school students by using the self-compiled Informal Evaluation Questionnaire of Head Teacher, analyzes the differences between informal evaluation of head teacher and academic emotions of high school students of different types, and probes into the relationship between informal evaluation of head teacher and academic emotions of high school students.
The main results are as follows:
(1) the overall level of the informal evaluation of the head teacher is above the average, and the students feel that the informal evaluation of the head teacher is better. The head teacher pays the most attention to the evaluation content, the second to the nature of the evaluation, and the least to the evaluation strategy. In the nature of evaluation, mixed evaluation and positive evaluation are used more than negative evaluation; in the content of evaluation, the main performance is ideological and moral evaluation, followed by academic performance evaluation, but the use of artistic aesthetic evaluation is the least; in the evaluation strategy, mainly rectifying evaluation, followed by incentive evaluation, promotion evaluation, inclusive evaluation, delayed evaluation, challenge evaluation is the least. In the comparison of differences, there are some differences in the informal evaluation of head teachers in terms of gender, role, class, grade and school. boys get more evaluation than girls in the nature and content of evaluation, students who serve as class committee get more positive evaluation and academic performance evaluation than students who do not have class committee, and students in key class get more evaluation than students in non-key class. The head teacher may treat different types of students in different ways. There are also some differences in informal evaluation among students in different grades and schools, and there are differences in promotion evaluation, delayed evaluation, challenge evaluation and correction evaluation in different grades. There are also differences in positive evaluation, negative evaluation, academic performance evaluation and delayed evaluation in different schools.
（2）The overall academic mood of senior high school students is good, with positive emotions as the main factor, and high arousal emotions are more than low arousal emotions. The academic mood of senior high school students, girls have more negative emotions than boys; Senior high school students who serve as class committees have more positive emotions and less negative emotions than students who do not. Students in non-key classes are higher than those in key classes in emotional arousal and intensity; The positive emotions of key high schools are more than those of ordinary high schools, but there are also more negative low arousal emotions; There are obvious grade differences among positive high arousal emotion, negative high arousal emotion and positive low arousal academic emotion. The positive emotion and negative high arousal emotion in senior three are the most obvious, and there are more negative low arousal emotions in senior one. In terms of school types, there are significant differences between students in key high schools and ordinary high schools in positive high arousal and negative low arousal. At the same time, there are more positive emotions in key high schools than in ordinary high schools, but there are also more negative low arousal emotions.
（3）Regarding the relationship between the informal evaluation of the head teacher and the academic mood of senior high school students, positive evaluation and mixed evaluation are positively correlated with positive academic mood, while negative evaluation is negatively correlated with negative academic mood; In terms of evaluation content, ideological and moral character, academic performance and artistic aesthetic evaluation are positively correlated with positive academic emotions, and negatively correlated with negative academic emotions. Among them, the less the head teacher's evaluation of ideological and moral character and academic performance, the more obvious the students' negative emotions will be, and the more artistic 、aesthetic evaluation, the more obvious the students' positive academic emotions will be. In terms of evaluation strategies, incentive evaluation, inclusive evaluation, promotion evaluation, delay evaluation, challenge evaluation and rectification evaluation are positively correlated with positive academic emotions (the highest correlation with happiness and calm emotions) and negatively correlated with negative low arousal emotions (the highest correlation with boredom, helplessness and upset emotions), among which promotion evaluation is related to hope, calmness, relaxation and helplessness; Challenge evaluation and pride, satisfaction, shame, anger and depression; Corrective evaluation is most closely related to happiness, boredom and upset.