长期以来,人们存在着一种片面认识:学生进学校学习就是学习教材上的知识,教师的任务就是让学生“掌握”这些知识,作业的功能就是巩固教师“传授”给学生的知识。这种认识的着眼点是“固化”的知识而非鲜活的人,自然地,作业陷入了“多统一、少选择,多重复、少创新,多书面、少实践”的局面,学生身陷“题海”,沦为“做题机器”,苦不堪言。作业应有的功能是什么?实现作业功能的技术路线是什么?怎样在保证基本功能实现的前提下,让作业成为学生学习活动中的“快乐因子”、适应个性需要的“营养餐”和生命发展的驱动力,而不是疲于应付的“苦差事”?为此,本刊特邀三位业内人士前来为教师“支招”,并通过“观点连线”辑录了部分鲜活观点,期望以此引起大家对这一问题的关注,共同来探寻作业“轻负高效”的现实路径。 For a long time, people have a one-sided understanding: students learn in school is to learn the knowledge of teaching materials, the teacher’s task is to allow students to “master” these knowledge, homework function is to consolidate the teacher “to impart” to the students knowledge. The focus of this understanding is “curing” knowledge rather than living people, naturally, homework into a “multi-unity, less choice, multiple, less innovative, more written and less practice” situation, the students were trapped “Problem sea”, reduced to “doing the machine”, miserable. What should be the function of the job? What is the technical route to realize the job function? How to make the job a “happy factor” in the student learning activities and “nutrition meal” and life to meet individual needs under the premise of ensuring the basic functions? Development, rather than struggling to cope with the “chore”? To this end, the magazine invited three industry experts to come to the teacher “Weapon”, and through the “Viewpoint Connection” edited part of the fresh perspective, We hope that this will arouse people’s concern on this issue and work together to explore the practical “light and efficient” path.