评价与教学的有机结合是近年来教育评价发展的方向。2020年中共中央国务院印发的《深化新时代教育评价改革总体方案》中提到教育评价中要“坚持科学有效，改进结果评价，强化过程评价，探索增值评价，健全综合评价。”过程评价强调教师在教学过程中通过及时评价和反馈优化教与学习的过程，能够提升数学教学质量，帮助学生提高数学核心素养。
通过文献分析发现，数学学习过程评价现状研究较少，缺少过程评价指标；数学学习过程评价应用研究不够完整和深入，部分过程评价实践不符合过程评价内涵；缺少数学学习过程评价融入日常教学的方法和路径。确定研究问题：中学数学学习过程评价的实施现状如何？如何解决当前过程评价实施现状中存在的问题？如何在实践中改进数学学习过程评价方法？研究路径与研究结果如下：
第一步，访谈一线数学教师使用的教学评价方式，为接下来设计问卷提供真实参考。被访谈教师重视作业、测验和考试评价，关注批改、评价和改错，发现共性问题会及时讲解；但评价时工具和方法单一，缺少规范的评价方案。
第二步，开展过程评价实施现状的问卷调查，研究对象为224名数学教师和432名中学生，结果显示教师在沟通评价标准、鼓励学生互评、鼓励学生自评、及时改进评价方案四个方面表现较好，在设计学习任务、提供有效反馈两个维度上还需完善；教师较少使用问卷或量表、作业形式偏向于题目练习；教龄5年以上的教师相比于教龄5年以下的教师更擅长实施过程评价。
第三步，针对过程评价现状中的问题探索改进方案，在北京某中学实施档案袋研究法。基于核心素养和学习任务，设计作业、测验、考试、品格与价值观过程评价表，通过档案袋研究法、访谈法得到以下结果：过程评价表可将学习任务中的知识点和关键能力可视化；对学生进行及时的激励和帮助；多元评价者共同呈现评价。同时给出改进方案，家长参与数学学习过程评价，补充设计家长评价表；加强指导学生自我评价，并补充设计数学作业、测验、考试自评表；过程评价中重视学生个体差异；关注教师评价中的工作量。
综合以上，本研究基于数学学习过程评价实施现状设计过程评价工具——过程评价表，并给出使用的步骤和示范，通过实践与访谈验证它的有效性和可行性，针对它的不足之处给出改进方案，改进方案的效果尚未验证，有待后续研究。

The organic combination of evaluation and teaching has been the direction of the development of educational evaluation in recent years. 2020, the CPC Central Committee and State Council issued the "Overall Program for Deepening Educational Evaluation Reform in the New Era", which mentions that educational evaluation should "adhere to scientific and effective, improve the evaluation of the results, strengthen the evaluation of the process, explore the value-added evaluation, and improve the comprehensive evaluation." Process evaluation emphasizes that teachers optimize the process of teaching and learning through timely evaluation and feedback in the teaching process, which can improve the quality of mathematics teaching and help students improve their core mathematical literacy.
Through literature analysis, it is found that there are fewer studies on the current status of mathematics learning process evaluation, and there is a lack of process evaluation indexes; the applied research on mathematics learning evaluation is not complete and in-depth enough, and part of the process evaluation practice does not conform to the connotation of process evaluation, and there is a lack of methods and paths for integrating mathematics learning process evaluation into daily teaching. Determine the research questions: What is the current status of the implementation of the process evaluation of mathematics learning in secondary schools? How to solve the problems existing in the current implementation status of process evaluation? How to improve the math process evaluation methods in practice? The research path and findings are as follows:
In the first step, the teaching evaluation methods used by front line math teachers were interviewed to provide authentic references for the next design of the questionnaire. The interviewed teachers pay attention to homework, quizzes and test evaluations, focus on correcting, evaluating and correcting errors, and find that common problems will be explained promptly; however, there is a single tool and method when evaluating, and there is a lack of a standardized evaluation scheme.
In the second step, a questionnaire survey on the current status of the implementation of process evaluation was carried out, and the research subjects were 224 mathematics teachers and 432 secondary school students. The results showed that the teachers performed better in the four dimensions of communicating the evaluation criteria, encouraging students to evaluate each other, encouraging students to evaluate themselves, and improving the evaluation scheme in time and that they needed to improve the two dimensions of designing the learning tasks and providing effective feedback; the teachers seldom used the questionnaires or scales, and the forms of assignments were biased towards topic exercises; teachers with more than 5 years of teaching experience are better at implementing process evaluation compared to teachers with less than 5 years of teaching experience.
In the third step, we explored improvement options for the problems in the current situation of process evaluation and implemented the file bag research method in a middle school in Beijing. Based on the core literacy and learning tasks, homework, quiz, test, and character and values process evaluation forms were designed, and the following results were obtained through the filing bag research method and interview method: the process evaluation forms can visualize the knowledge points and key competencies in the learning tasks; they can provide students with timely motivation and assistance; and multiple evaluators present the evaluation together. Meanwhile, the improvement plan is given, parents participate in the evaluation of the mathematics learning process and supplement the design of the parent evaluation form; strengthen the instruction of students' self-evaluation and supplement the design of self-assessment form for mathematics homework, quiz and test; pay attention to students' differences in the process evaluation; and pay attention to the workload in teachers' evaluation.
To summarize the above, this study designs the process evaluation tool - process evaluation form based on the current situation of the implementation of mathematics learning process evaluation and gives the steps and demonstration of its use, verifies its effectiveness and feasibility through practice and interviews, and gives the improvement plan for its shortcomings, and the effect of the improvement plan has not yet been verified, to be followed up by subsequent research.