近年来，我国基础教育进行了一系列的改革和尝试。在此背景下，档案袋评价在我国作为一种新兴的教育评价方式逐渐得到推广。本研究通过观察法和访谈法收集材料，从美术作品档案袋实施的三大阶段入手，调查了D园美术作品档案袋的实施现状。 本研究聚焦于园方管理人员、教师及家长三大主体，深入了解D园幼儿美术作品档案袋的实施现状。本研究发现该园在认知层面重记录轻反思，在实施层面重图像轻文本，参与主体相对单一。在对造成这一现状的原因进行梳理后发现，其主要原因为档案袋实施的各参与主体所得的专业支持相对差异较大，园方的管理和对教师的专业支持稍显薄弱，教师分身乏术，家长因对档案袋的认识不够深入而产生的较为消极的态度，这些都限制了档案袋评价功能的发挥。 研究者根据分析出的各项原因提出建议。园方应做好对教师的专业支持，确保教师在推进美术作品档案袋的实施过程中能够保质保量；教师要革新对幼儿美术作品档案袋的认识，提升自己的评价意识和专业素养，同时做好家园合作工作，实现家园共育；家长要调整心态，扭转观念，积极的参与到幼儿美术作品档案袋的实施过程中去，对孩子艺术领域的发展给予充分的关注。

Recently, there has been a series of reforms and attempts in the basic education of China. Portfolio assessment, a new method of educational assessment, has been widely used in recent years in China. By using the methods of observing and conversation, this study investigated the situation of using art portfolio in the kindergarten D through the three stages of the implementation of the portfolio. To learn more about the implementation of art portfolio in kindergarten D, this study has focused on three groups, namely teachers, parents and managers in the kindergarten. On the cognitive level, this kindergarten has laid emphasis on recording but ignored rethinking. On the implementation level, the kindergarten has paid more attention on images than texts, and it is only the teachers that are doing most of the work. After sorting out the causes of this situation, we found that the main reason is the big gap of professional support obtained by different groups in the implementation of art portfolio. The weak professional support for managers in the kindergarten and the teachers ,the lack of time and energy for teachers, and the negative attitude of parents caused by the lack of awareness in using portfolio, has restricted the assess function of portfolio. This study also provides some solutions and suggestions according to the analysis. Firstly, the kindergarten should provide enough professional support to ensure the teachers can guarantee the quality of the art portfolio while implementing it. Secondly, teachers should renovate their awareness of art portfolio as well as improve their own evaluation consciousness and professional abilities. At the same time, it is necessary for teachers to participate in the cooperation between kindergarten and the family, which can benefit the Co-Education between Kindergarten and Family. What’s more, the parents should adjust their attitudes, change their mind and take part in the implementation of children’s art portfolio actively. They should also pay full attention to the development of children’s art ability.