语文作业有助于教师检测教学效果,也有利于学生自我检测学习效果。但是,现实教学中语文作业种类单调,质量粗糙,数量太多。枯燥的,一成不变的作业难以激发学生的学习兴趣。这就需要一种新型的,趣味性和知识性融合的作业形式,即教师根据学生不同的学习习惯和自学能力,不同的思维和认知特点,不同的基础与潜力等情况,设计不同的课后学习任务来调动学生潜能。笔者以“知识”、“能力”、“情感、态度、价值观”为核心,着眼于整个训练目标,设计了一系列可操作的作业,尝试进行作业设计的初步探索。 Language assignments can help teachers to detect the teaching effect and help students self-detect learning. However, in real teaching, the types of language assignments are monotonous, the quality is rough, and the quantity is too much. Boring, immutable homework can hardly inspire students’ interest in learning. This requires a new, interesting and intellectual form of integration, ie, teachers designing different classes based on students’ different learning habits and self-learning abilities, different thinking and cognitive characteristics, and different basics and potentials. After learning tasks to mobilize students’ potential. The author takes “knowledge”, “ability”, “emotion, attitude, and values” as the core, focuses on the entire training goal, designs a series of operable operations, and tries to make preliminary explorations of job design.