教师教学行为的有效评价能够保障教师的教学质量和学生的学习效果，也是在走班制背景之下能够指导学生选择合适课程、科目的依据之一。在传统班级授课制的背景之下，教师教学行为的评价多建立在学生的几次考试成绩之上，难以适用于学生起点有所不同的选课走班制度之下。鉴于此，本研究在对走班制度以及教师教学行为评价现状的调查的基础上，采用问卷法，统计分析，文献查阅等方法，发现增值性评价在走班制背景之下能够基于学生的纵向发展进步水平显示出教师之间的教学效果的差异，直观有效地对教师进行评价。因此作者基于教师增值性评价在走班制背景下的优势和特点，提出使用增值性评价的策略和简易模型以供参考。

One of the most important way to ensure teachers’ quality of teaching is to evaluate teachers’ teaching behavior effectively. It is also a basis for teachers to get feedbacks and students to choose classes under the optional system. Middle schools in China used to use class-based teaching system, which evaluate teachers’ teaching effect by comparing classes’ GPA among all the classes. However, this way is difficult to operate in the optional class system, which has students with different starting point and choices of subjects. Considering the fact, this research based on the investigation of current situation and using data analysis，theoretical study and questionnaire survey to have an exploration about value-added assessment’s advantages and thus establish a reasonable and simple value-added evaluation model.