《普通高中地理课程标准》提出了“满足学生不同的地理学习需要”和“布置不同难度的作业”等要求。这需要我们高中地理教师,在立足于学生的主体性和学习差异性的基础上,有针对性地进行作业的设计。它包括作业的量化、作业的针对性、作业的时效性等方面。而学生学习问题的诊断有认知过程的,也有认知结果上的;既有知识层面的,也有学习兴趣和主观能动性等方面的。只有这样的设计,才能准确而有效地诊断出学生的学习问题,才有可能在教学 The “General High School Geography Curriculum Standard” put forward the requirements of “meeting the different geography learning needs of students” and “arranging work with different difficulty levels”. This requires our high school geography teachers, based on the students’ subjectivity and learning differences, based on the targeted design of homework. It includes the quantification of the operation, the pertinence of the operation and the timeliness of the operation. The diagnosis of students learning problems cognitive process, but also cognitive results; both knowledge level, but also interest in learning and subjective initiative and so on. Only such a design, in order to accurately and effectively diagnose the student’s learning problems, it is possible in teaching