长期以来,教师掌握着布置作业的权力,作业的模式单一、缺乏层次,让全班甚至全年级统一步伐齐步走。这样的作业未能充分考虑学生的学习意愿与个体需要,由此带来一系列的问题:学生是否乐意做这样的作业;这样统一性的作业是否适合每一个有差异的学生个体的发展;这样的作业能否引导学生准确反馈自己的学习信息;长期布置这样的作业是否会产生负面影响,使学生厌学。 For a long time, teachers have mastered the power of assigning assignments. The mode of operation is single and lacks of hierarchy, so that the whole class and even the whole year can be unified step by step. Such assignments fail to take full account of students' willingness to learn and individual needs, resulting in a series of questions: are students willing to do such assignments; are such uniformed assignments suitable for the development of each differentiated student entity? Can guide students to accurately feedback their own learning information; long-term placement of such operations will have a negative impact, so that students tired of learning.