随着信息时代与“互联网+”时代的到来，大数据、知识膨胀、信息爆炸等构建出了新的社会形态，促使新的教育形态出现以及社会对人才的需求发生了变化，为了培养符合未来社会发展的人才，各个国家均出台了关于未来人才培养的核心素养框架，且都提出了教育应该培养学生的批判性思维能力、创造性思维能力等高阶思维能力。评价作为一种促进元认知和思维发展的手段，在教育过程中起着重要的作用。“互联网+”的链接特性为我们营造了独特的社交网络，社交网络独特的便捷性和及时性使其应用于教育领域具备充分的合理性和优势。因此，在社交网络环境下，小学生交互评价行为的现状及其发展趋势如何非常值得关注。 本研究采集47名学生在三年半的时间里在社交网络在线学习平台上的交互评价行为数据，关注学生在交互过程中的评价频次和交互评价过程中形成的关系网络，其中，交互评价行为的频次主要包括评价总频次、评价他人频次和被评价频次，交互评价行为的关系网络主要包括评价总人数、评价他人人数和被评价人数。本研究应用数据分析方法和社交网络分析等技术，主要分析了学生在各个学期交互评价行为频次和关系网络的基本情况，包括评价总频次、评价他人频次、被评价频次、评价总人数、评价他人人数和被评价人数的总体状况，及交互评价行为在不同学期、性别和SES上的差异分析；并以学期为单位，探索了小学生交互评价行为的发展规律及交互评价行为与学业成绩之间的关系。从而深刻的了解在社交网络环境下，小学生交互评价行为的发展状况及其对教育的价值，进而完善和促进评价理论的发展，并为今后进一步探讨不同年龄段儿童的交互评价行为的规律和发展阶段等提供研究基础。其主要结论如下： （1）小学生交互评价行为频次的发展存在波动性，呈现先增长后下降的趋势，存在量表到质变的转变过程。总体来看，小学生交互评价行为的频次在第三学期和第四学期较为活跃。 （2）小学生交互评价行为频次在不同学期之间存在显著差异；女生的评价总频次和评价他人频次在部分学期显著的高于男生，各学期的被评价频次不存在性别差异；各学期交互评价行为的频次不存在SES差异。 （3）小学生交互评价行为的关系网络是动态发展的过程，呈现先增长后下降的趋势，是从一个小的弱关系圈子到大的弱关系圈，再到小的强关系圈子转变的过程。总体来看，关系网络在第三学期最为复杂。 （4）小学生交互评价行为的关系网络在不同学期之间存在显著差异；评价总人数和被评价人数在各个学期不存在显著的性别差异，仅仅在第四学期女生的评价他人人数显著的高于男生；各学期交互评价行为的关系网络不存在SES差异。 （5）社交网络环境下，小学生交互评价行为的频次和关系网络均与学业成绩呈现显著的正相关关系，学业成绩较高的学生的交互评价行为频次和关系网络均高于学业成绩中等组和学业成绩较低组。

With the advent of the information age and "Internet +" era，big data, knowledge expansion and information explosion have created a new social form, which has led to the emergence of new education forms and the changes in the society's demand for talents.In order to develop in line with the social development in the future, all countries are introduced about the core of the future talent training quality framework, and put forward the education should cultivate the students' ability of critical thinking, creative thinking ability of high order thinking ability. Evaluation As a means of promoting metacognition and thinking development, it plays an important role in education.The link feature of "Internet +" has created a unique social network for us. The unique convenience and timeliness of social network has made it fully reasonable and advantageous in the field of education.Therefore, in the social network environment, the current situation and development trend of interactive evaluation behavior of primary school students are worthy of attention. This study collected 47 students in three and a half years in the social network interaction behavior evaluation data on online learning platform, pay attention to students in the process of interactive evaluation frequency and interaction in the process of formation of the network.Among them, the evaluation of interaction behavior frequency mainly includes the evaluation of the total frequency, judging others is valued frequency and frequency, interactive network evaluation behavior mainly include evaluation, total number of others and to be evaluation.This study applied data analysis method and social network analysis technology, mainly analyses the evaluation of students in each semester interaction behavior frequency and network's basic situation, including the total frequency, evaluates the frequency of others, be evaluation frequency, number of evaluation, evaluation of the total number of others, and by the overall status of evaluation number, and the evaluation of the interaction behavior in different semesters, gender, and analysis of the differences of SES;This paper explores the relationship between the development law of interaction evaluation behavior of primary school students and the relationship between evaluation behavior and academic achievement.Thus deeply understanding in the network environment, primary school students interactive evaluation behavior and the value of education, the development situation of further improve and promote the development of evaluation theory, and further explore the interaction of different age children's evaluation for the future behavior of law and development stages of provides research foundation.Its main conclusions are as follows: (1) The frequency of development of interactive evaluation of primary school students is volatile, showing a trend of first increase and then decrease, and there is a change from scale to qualitative change. Overall, the frequency of interactive evaluation of pupils is more active in the third and fourth semesters. (2) There is a significant difference in the frequency of interactive evaluation of primary school students between different semesters; the frequency of female students' evaluation and the frequency of evaluating others are significantly higher than that of boys in some semesters, and there is no gender difference in the frequency of evaluation for each semester; interactive evaluation of each semester There is no SES difference in the frequency of behavior. (3) The relationship network of pupils' interactive evaluation behavior is a process of dynamic development, showing a tendency of first increasing and then decreasing. It is a process of transition from a small weak relationship circle to a large weak relationship circle to a small strong relationship circle. Overall, the relationship network is the most complicated in the third semester. (4) There is a significant difference in the relationship network between pupils' interactive evaluation behavior in different semesters; there is no significant gender difference in the total number of gradings and evaluated persons in each semester, and only in the fourth semester female students are significantly higher than others. Boys; There is no SES difference in the network of interactive evaluation behaviors for each semester. (5) Under the social network environment, the frequency and relational network of pupils' interactive evaluation behaviors have a significant positive correlation with academic performance. The higher the academic achievement students' interaction evaluation behavior frequency and relationship network are, the higher the academic performance is. Lower academic achievement group.