过程性评价是教师在教学过程对学生的行为表现及时关注与反馈，并根据学生的当下表现调整教学活动，从而促进学生学习的评价。过程性评价能够对课堂教学起导向、调控的作用，也能够对于学生有更加全面的关注，促进学生发展。因此，如何在教学中融入过程性评价，充分发挥过程性评价的优势是当前思政课的研究重点。

首先，从梳理相关概念入手，分析过程性评价与终结性评价存在的差异，明确概念内涵，并在对比的过程中体现出过程性评价的优势；对过程性评价的理论基础、学科意义以及应用原则进行分析，为下文奠定基础。其次，通过实践调查总结当前高中思想政治课过程性评价的应用现状，分析问题成因。通过整理数据可知，目前过程性评价的应用存在评价方法简单化、评价实施随意化、评价内容偏向知识性、评价主体单一化、反馈不充分以及评价语匮乏且缺乏针对性六个方面的问题。究其原因可分为：过程性评价的设计与操作复杂、过程性评价的应用缺乏规划、教师的评价观念与课程观念更新有待加强三个方面。其中，评价缺乏一定的规划，带有随意性是造成众多问题的最重要的因素。因此，在明确问题和成因的基础上提出高中思想政治课过程性评价的应用策略。高中思想政治课过程性评价的应用首先明确三步骤：分析依据-整合要素-调整教学，然后在各个步骤之下提出相应的应用策略，力求过程性评价简洁明了。最后，结合《中国特色社会主义进入新时代》一课在实践教学中应用过程性评价，并进行验证。

综合研究成果，本文认为在教学前根据教学内容进行过程性评价设计能够有效帮助教师更好地进行课堂评价，有利于规避一定的评价问题，证明此过程性评价策略的可行性。但是过程性评价的设计是一个非常值得深挖的问题，还留有很大的研究空间。因此教师应积极对过程性评价进行创新，综合考量多种因素以不断提升评价效果。

Process evaluation refers to the evaluation that teacher pay attention and feedback to students' behavior in the teaching process, and adjust teaching activities according to students' current performance so as to promote students' learning. The process evaluation can guide and regulate the classroom teaching, pay more attention to the students and promote the development of students. Therefore, how to integrate process evaluation into teaching and give full play to the advantages of process evaluation is the focus of current ideological and political course research.

  First of all, starting from sorting out related concepts, the differences between procedural evaluation and summative evaluation are analyzed to clarify the concept connotation and reflect the advantages of procedural evaluation in the process of comparison.The theoretical basis, disciplinary significance and application principles of process evaluation are analyzed to lay a foundation for the following. Secondly, it summarizes the application status of process evaluation of current high school ideological and political lessons through practical investigation, and analyzes the causes of the problems. Through data collation, it can be seen that the application of process evaluation has six problems: simple evaluation method, random evaluation, biased evaluation content to knowledge, single evaluation subject, insufficient feedback and insufficient evaluation language.The reasons can be divided into three aspects: the complexity of the design and operation of the process evaluation, the lack of planning in the application of the process evaluation, and the updating of teachers' ideas.Among them, the lack of certain planning and arbitrariness of evaluation are the most important factors causing many problems. Among them, the lack of certain planning, with randomness is the most important factor causing many problems.Therefore, on the basis of defining the problems and causes, the paper puts forward the application strategy of process evaluation in high school ideological and political lessons. The application of the process evaluation of high school ideological and political lessons firstly defines three steps: analyzing basis, integrating elements and adjusting teaching. Then put forward the corresponding application strategy in each step, keep evaluation short and concise. Finally, the application of process evaluation in practical teaching combined with the lesson of Socialism with Chinese characteristics into a new era is verified.

  Based on the research results, this paper believes that the design of the process evaluation according to the teaching content before teaching can effectively help teachers to carry out classroom evaluation better and avoid certain evaluation problems, which proves the feasibility of the process evaluation strategy. However, the design of process evaluation is a problem worthy of deep exploration, and there is still a lot of research space. Therefore, teachers should actively innovate process evaluation and comprehensively consider various factors to continuously improve the evaluation effect.