一、传统的作业理念传统作业的功能定位于“巩固知识、强化技能”上,被视为“课堂教学的延伸和补充”;作业内容封闭僵化,与学生实际脱节,缺乏层次性、系统性;作业方法、手段、技术单一,注重作业的规范性,忽略了对作业的精心设计,忽略了学生的个性差异和对作业的独特需要;作业评价强调死记硬背和机械训练,忽视了对学生发展的教育激励功能;它的典型代表就是“题海”作业,严重剥夺了学生的大量时间,成为教师强加给学生的沉重负担,使学生逐渐丧失了对学习的热情,无助于学生的真正成长。 First, the traditional operating concept The function of traditional homework is positioned on “consolidating knowledge and strengthening skills”. It is regarded as an “extension and supplement of classroom teaching.” The operation content is closed and rigid, and it is actually out of touch with students, lacking of level and system. Work methods, means, and techniques are simple. They focus on the normative operation. They neglect the meticulous design of the work. They ignore the students’ individual differences and the unique needs of the work. The work evaluation emphasizes memorization and mechanical training, neglecting the development of students. The function of education incentives; its typical representative is the “sea of ​​questions” assignment, which severely deprives students of a large amount of time and becomes a heavy burden imposed on teachers by the teachers. As a result, students gradually lose their enthusiasm for learning and do not contribute to the students’ true growth. .