"New Curriculum Standard" points out: "Students are the main body of learning and development. Chinese courses must be based on the characteristics of students' physical and mental development and Chinese learning, pay attention to students' individual differences and different learning needs, care for students' curiosity and thirst for knowledge, and fully stimulate students' initiative and enterprising spirit. " Therefore, teachers consciously design all kinds of independent homework, return the autonomy to students and let students learn by themselves. Let students choose according to their own situation, which is conducive to cultivating students' autonomous learning spirit and helping students improve their learning awareness.

For example, in the homework of copying new words after class, the teacher asks students to write it several times at will according to their actual situation, as long as they can master it correctly. In order to write less, students will pay more attention, thus improving learning efficiency. In order to achieve the purpose of writing, students will consciously adopt more ingenious methods, thus improving their ability of independent reading. Another example is the study of Ma Zhiyuan's "Tianjingsha Qiu Si". After class, students can choose a poem describing autumn scenery to recite. After learning Farewell to Du, students can choose a poem describing farewell to recite. This kind of homework changes students' passive homework into active homework, respects students' independent choice and fully embodies students' dominant position. Autonomous homework is an angle to make students change from passive to active, to guide and inspire students in the process of completion, and to improve the effectiveness of students' homework.

Second, interesting homework.

Suhomlinski said: "All mental work mostly depends on interest." Confucius, a great educator in our country, once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Teaching practice also proves that interest is the best teacher and an inexhaustible motive force for students to learn. Therefore, teachers' homework design should be creative, novel in form, practical in content and interesting to some extent, so that students can settle down in a pleasant environment and experience the success of seeking knowledge and increasing their talents.

For example, after studying Jingyanggang, students are interested in the story of Water Margin. Teachers can take the opportunity to encourage students to read the whole book. At that time, each student will be assigned to write an award-winning speech to his favorite Liangshan hero, and an award ceremony will be held for students to read the award-winning speech to all heroes at the simulated Wulin conference. For example, after teaching such texts as "Making Peace" and "Making Chu by Yan Zi", students are guided to choose their roles freely, choose their performance partners freely, organize performance groups, make use of extracurricular activities to turn the language of the text into their own language, add reasonable imagination, and cooperate with some movements and expressions, so that the whole class can practice the performance of the textbook drama. Finally, the students judge the best creativity, best actor, best cooperation, best screenwriter and other awards. In this way, through role-playing activities, students are guided to internalize rich learning resources into their own wealth, thus activating their thinking, stimulating their creativity and developing their diverse personalities. In order to arouse students' interest in learning and feel the beauty of language and writing, I often ask students to draw a picture according to their own experience, deepen their understanding and gain new knowledge in the reproduction of the text situation. When designing homework, teachers must aim at students' characteristics, be flexible and diverse, and stimulate students' interest in completing homework in an eclectic way.

Third, practical work.

"New Curriculum Standard" points out: "Chinese is a practical course, so we should pay attention to cultivating students' Chinese practical ability. "Therefore, homework design should also pay attention to practicality, so that students can gain direct experience and first-hand information in practice. The homework design of the new curriculum should pay attention to students' life fields, make classroom knowledge and book knowledge return to life, make homework integrate into real life, be close to students' life fields, embody practical inquiry and apply it to practice. When I was teaching the first volume of "Interesting Chinese Characters" in grade five, I asked my students to collect first-hand information about the abuse of Chinese characters in the current society. In the oral communication Folk Custom, I asked students to investigate and collect the folk customs of their hometown, which not only felt and absorbed the wisdom and nutrition in folk culture, but also cultivated students' feelings of loving their hometown to a great extent, which was more conducive to language expression and enhanced their understanding of life under the catalysis of good emotions.

Chinese learning is closely related to the reality of life, which is colorful and mysterious. Therefore, Chinese homework must be linked to the actual life of students. According to students' different life experiences and individual differences, students can consciously walk into nature and society through design homework, experience life through observation, visit, interview and investigation, enrich their emotions and cultivate their sentiments.