课堂即时评价是教育评价的组成部分，也是初中道德与法治课堂教学必不可少的环节。在新课程改革后，许多学者对初中道德与法治课堂即时评价的概念、功能以及实施策略等方面开展了研究。《深化新时代教育评价改革总体方案》的出台与《义务教育道德与法治课程标准（2022年版）》的颁布对初中道德与法治的教育教学评价提出了更高的要求，然而，当前课堂即时评价在初中道德与法治教学中的运用仍存在不足。因此，本研究聚焦于初中道德与法治课堂教学过程中的课堂即时评价，通过对教学一线的调研,分析当前初中道德与法治课堂即时评价的实施现状与问题成因，并结合相关教育教学理论探究实施策略。

本研究采用问卷调查法、访谈法和课堂观察法等方法开展调查，探讨初中道德与法治课堂即时评价的实施现状。通过调查发现，目前绝大多数教师和学生都认为课堂即时评价对学生学习具有重要作用；普遍认同学生在课堂即时评价中的主体作用；认为课堂即时评价的有效实施可以激发学生作为学习主体的积极性、帮助教师及时了解与调整教学、增强思政课堂的亲和力。但当前道德与法治课堂即时评价存在评价目标窄化，核心素养弱化；评价内容偏重知识，评语同质化严重；评价实施方式单一，手段丰富性不足；评价主体教师为先，学生主体性不够等问题。调查发现现存问题主要原因在于对新课标倡导的评价理念缺乏研学、对综合多维的评价内容缺乏全面认识、对多样丰富的评价方式缺乏实践运用等。

针对当前初中道德与法治教学实际中课堂即时评价实施存在的问题及成因，本研究提出课堂即时评价策略，以发挥评价促进学生学习与教师教学的功能，推动课堂教学开展。具体策略有以下三个方面：一是明晰课堂即时评价的目标，具体从核心素养、育人价值以及学生发展等方面把握；二是明确课堂即时评价的内容，从核心素养行为表现、教学目标达成以及学生道德行为选择等方面确立；三是运用多维的评价方式，做到因材施评、顺时而评、共建共评、言行结合等。最后，本研究以《以礼待人》为例进行课堂即时评价策略的设计与实施，以检验策略的可行性与有效性，探究课堂即时评价的实施效果，从中发现课堂即时评价的成效与不足，并在反思与总结的基础上对策略进行优化。

Instant evaluation is an integral part of educational evaluation, and also an indispensable link in junior high school morality and law classroom teaching. After the new curriculum reform, many scholars have studied the concept, function and implementation strategy of instant evaluation. However, there are still deficiencies in the application of instant evaluation in the teaching of morality and rule of law. Therefore, this study focuses on the instant evaluation in the morality and rule of law teaching in junior high school, and by analyzing the current implementation status of instant evaluation and causes of problems from actual survey, to explore the strategies of instant evaluation by combining relevant education and teaching theories.

In this study, questionnaire survey, interview and classroom observation methods were adopted to investigate the implementation status of instant evaluation in junior high school morality and rule of law class. According to the survey, the vast majority of teachers and students recognize that instant classroom evaluation plays an important role in students’ learning, and generally agree that students play an important role in instant evaluation. They accept instant evaluation can stimulate the enthusiasm of students as learning subjects, help teacher timely understand the teaching effect and make adjustment, and increase the affinity of ideological and political class. However, there are still deficiencies such as narrow evaluation target and inapparent core competencies objective. The content of evaluation emphasizes knowledge, and the comments are seriously homogenized. The implementation method of evaluation is single and insufficient. Evaluation subject is the teacher in the most of time, and students’ principal roles is not enough. The existing problems are mainly due to the lack of study on the evaluation concept advocated by the new curriculum standard, the lack of comprehensive understanding of the multi-dimensional evaluation objects, and the lack of practical application of various evaluation methods.

According to the existing problems and causes of instant evaluation of morality and rule of law in junior middle school, this study proposes the strategies of instant evaluation to exert it’s functions of promoting students’ learning, teachers’ teaching and optimizing classroom teaching. The specific strategies consist of the following three aspects: firstly, clarify the targets of instant evaluation, including the development of core competences, value guidance and students’ development. Secondly, define the comprehensive evaluation content, including the performances of core competences, teaching objectives and students’ moral behavior. Thirdly, adopt a variety of evaluation methods, making sure evaluate according to students’ characters and educational opportunity, inviting students to establish the evaluation standards together, and combining spoken language and body language when evaluating.

Finally, this study takes “Treating People with Courtesy” as an example to design and implement instant evaluation strategies to test the feasibility and effectiveness of the strategies and find out the effect and shortcomings, then optimize the strategies on the basis of feedback and reflection.