数字化赋能下小学低段语文非书面作业评价 策略

Evaluation Strategies for Non-Written Assignment in Lower Primary School Chinese Language Teaching Empowered by Digitalization

摘要: “双减”政策落地与2022年版义务教育语文课程标准实施，推动小学低段语文作业全面转向非书面形态，非书面作业成为培育学生语文核心素养的重要载体。为应对数字化转型时代的教育变革本文采用文献研究法，梳理小学低段语文非书面作业的内涵特征，设计现状、突出问题及改进策略。研究发现，当前小学低段语文非书面作业存在形式单一固化、内容脱离生活、素养融合不足、数字化融合滞后、评价机制粗放等问题，根源在于传统作业观念束缚、教师专业能力不足、协同育人机制缺失、评价体系不完善。基于此，利用数字化赋能小学语文低段非书面作业评价的体系建构，重点探索数字化赋能下非书面作业多元评价体系的构建路径，为小学低段语文非书面作业提质增效、落实核心素养培育目标实现作业育人提供实践参考。

Abstract: The implementation of the “Double Reduction” policy and the 2022 edition of the Compulsory Education Chinese Curriculum Standards have driven a comprehensive shift in lower-primary school Chinese homework toward non-written forms, making such assignments a crucial vehicle for cultivating students’ core Chinese literacy. In response to educational reforms in the digital transformation era, this study employs literature review methods to delineate the connotation and characteristics of non-written Chinese homework for lower-primary grades, analyzing its current design status, prominent issues, and improvement strategies. Research indicates that current non-written Chinese homework in lower-primary grades suffers from rigid and singular forms, content detached from real life, insufficient integration of core competencies, lagging digital integration, and coarse evaluation mechanisms. These issues stem from constraints imposed by traditional homework concepts, inadequate teacher professional capabilities, a lack of collaborative child-rearing mechanisms, and imperfect evaluation systems. Consequently, this paper focuses on constructing a digital-enabled evaluation system for non-written Chinese homework in lower-primary grades. It explores pathways for building a diversified evaluation framework empowered by digital technologies, aiming to enhance the quality and efficiency of such homework, implement core literacy cultivation goals, and provide practical references for achieving the educational function of homework.