随着教育教学测评的发展，教育教学评价的目的从“Assessment of Learning”转向“Assessment for Learning”，强调评价是为了促进学生的学习，而不是为了考查学生并对其进行排序。“Assessment for Learning”被称为“促进学习的评价”，是国内、外教育测评领域的研究热点之一。

我国新颁布的高中物理课程标准指出，要建立目标明确、主体多元、方法多样、既重视结果亦重视过程的课程质量评价体系。这一要求彰显了基础教育领域对促进学习评价思潮的重视和认可。因此，本研究聚焦于促进学习评价在高三物理教学中的应用研究，以期为新课标在高中物理教学中的落实提供参考。本文分为四个部分，包括以下6章。

论文第一部分是促进学习评价的理论基础。第一章介绍了研究的背景、问题和意义。通过文献分析，本文梳理了促进学习评价的起源和发展，厘清了其与形成性评价等相似概念的区别和联系，总结出其核心要素为目标、信息、反馈、改进和学生参与，及由“我要去哪里？”“我现在在哪里？”和“我如何到那里去？”三个关键问题支撑的策略框架。第二章进行了“促进学习评价”的核心概念界定，介绍了本研究的内容、方法和流程。

论文第二部分是促进学习评价在高三物理教学中的现状调查。第三章通过问卷调查发现如下结果：高三学生有较强的目标意识、认为评价对学习有促进作用、能在学习过程中收集并解释有关学习的信息、希望教师提供精准而及时的反馈。这表明，促进学习评价在高三物理教学中有一定的应用基础。调查结果还指出，当前的评价存在标准不够明确、反馈不够有效、学生缺乏评价技能的指导等多方面的问题。

论文的第三部分是基于促进学习评价的高三物理教学策略研究。第四章确定了由目标、过程评价和学习改进三个维度构成的教学策略框架，明确了教师与学生在这些维度中的具体策略，分别为：在目标维度中，教师要构建基于核心素养的课题目标、用范例解读具体的评价标准，学生则要确定个人学习目标；在过程评价维度中，教师要设计和组织基于目标和情境的课堂问答、改进评价语言提供更有效的反馈等，学生则要积极参与课堂问答、增加自主评价；在学习改进维度，教师要激发学生内在的学习动机、进行学习策略和资源利用的教学，学生则要基于目标和过程评价进行自省规划。

论文的第四部分探讨了促进学习评价的应用对高三物理教学产生的影响。第五章应用前一章提出的策略进行了教学实验。实验数据表明，促进学习评价在一定程度上提高了被试学生的学习成绩，使师生的评价素养产生了明显转变。第五章提供了课堂教学、习题教学和阶段测评中的促进学习评价案例，阐述了教学策略的具体实施方法。第六章是研究的结论、反思和展望。

With the development of education and teaching evaluation, the purpose of education and teaching evaluation has shifted from "Assessment of Learning" to "Assessment for Learning", emphasizing that evaluation is to promote student learning, rather than to test and rank students. Assessment for Learning, also known as "evaluation for promoting learning," is one of the research hotspots in the field of educational evaluation both domestically and internationally.

The newly issued high school physics curriculum standards in our country point out the need to establish a curriculum quality evaluation system with clear goals, diverse subjects, diverse methods, and a focus on both results and processes. This requirement demonstrates the importance and recognition of promoting learning evaluation in the field of basic education. Therefore, this study focuses on promoting the application of learning evaluation in high school physics teaching, in order to provide reference for the implementation of the new curriculum standard in high school physics teaching. This article is divided into four parts, including the following six chapters.

The first part of the paper is the theoretical basis for promoting learning evaluation. The first chapter introduces the background, issues, and significance of the research. Through literature analysis, this article has sorted out the origin and development of promoting learning evaluation, clarified its differences and connections with similar concepts such as formative evaluation, and summarized its core elements as goals, information, feedback, improvement, and student participation, as well as a strategic framework supported by three key questions: "Where am I going?" "Where am I now?" and "How am I going there?". Chapter 2 defines the core concept of "promoting learning evaluation" and introduces the content, methods, and process of this study.

The second part of the paper is a survey of the current situation of promoting learning evaluation in high school physics teaching. Chapter 3 found through a questionnaire survey that high school seniors have a strong sense of goals, believe that evaluation has a promoting effect on learning, can collect and explain information about learning during the learning process, and hope that teachers can provide accurate and timely feedback. This indicates that promoting learning evaluation has a certain application foundation in high school physics teaching. The survey results also pointed out that there are various problems with the current evaluation, such as unclear standards, ineffective feedback, and lack of guidance on evaluation skills for students.

The third part of the paper is a research on teaching strategies for promoting learning evaluation in high school physics. Chapter 4 establishes a teaching strategy framework consisting of three dimensions: objectives, process evaluation, and learning improvement. It clarifies the specific strategies for teachers and students in these dimensions, namely: in the objective dimension, teachers need to construct topic objectives based on core competencies, use examples to interpret specific evaluation standards, and students need to determine their personal learning objectives; In the process evaluation dimension, teachers should design and organize classroom Q&A based on goals and situations, improve evaluation language to provide more effective feedback, and students should actively participate in classroom Q&A and increase independent evaluation; In the dimension of learning improvement, teachers should stimulate students' intrinsic learning motivation, teach learning strategies and resource utilization, and students should conduct self reflection planning based on goal and process evaluation.

The fourth part of the paper explores the impact of promoting the application of learning evaluation on high school physics teaching. Chapter 5 conducted teaching experiments using the strategies proposed in the previous chapter. The experimental data shows that promoting learning evaluation has to some extent improved the academic performance of the subjects, leading to a significant transformation in the evaluation literacy of teachers and students. Chapter 5 provides examples of promoting learning evaluation in classroom teaching, exercise teaching, and stage assessment, and elaborates on the specific implementation methods of teaching strategies. Chapter 6 is the conclusion, reflection, and outlook of the research.