（一）设置多样化任务，培养多元化思维线上期间布置给学生的学习任务应包含

(1) Set up diversified tasks and cultivate diversified thinking <br>. The learning tasks assigned to students during the online period should contain multi-dimensional and multi-level content for students to choose. <br>The learning goals should include high-level goals for students to explore and think, and match different learning tasks for different goals. <br>In addition, in view of the current situation of the epidemic, taking our own work experience as an example, we designed the "Miscellaneous Notes on the Epidemic" thematic writing sequence, which formed a complete closed loop from various aspects such as the people in the epidemic, news events, and reflections on the epidemic to guide students to pay attention to the epidemic. , Dialectical thinking. <br>(2) Online one-to-one communication, targeted improvements and weaknesses. <br>During online teaching, teachers have more space to communicate with students one-on-one. Private messaging will inject good learning motivation into students. Conducive to the accelerated resolution of students’ individualization problems. <br>On the one hand, online learning provides students with weaker abilities with an opportunity to make up for loopholes and "counterattack" perfectly. <br>For students with very weak basic knowledge, you can start with the accumulation of the most basic words and assign specialized tasks. <br>At the same time, teachers must give timely feedback and guidance on the tasks assigned to students, which can be analysis of the cause of the error, or specific learning guidance. <br>Take writing as an example. During the epidemic period, students can be encouraged to use WORD documents to write. Teachers use "notes" to review the composition, which is convenient for students to modify and compare each composition. Each composition is revised two to three times, gradually accumulating students' excellent writing.

(1) Set up diversified tasks and cultivate diversified thinking.<br>Learning tasks assigned to students during the online period should include multi-dimensional, multi-level content for students to choose from.<br>Learning goals should include higher-level goals for students to explore and think about, matching different learning tasks for different goals.<br>In addition, in view of the current situation of the epidemic, to their own work experience as an example, we designed the "epidemic miscellaneous" thematic writing sequence, from the epidemic of people, news events, epidemic reflection and other aspects of a complete closed loop, to guide students to pay attention to the epidemic, dialectical thinking.<br>(2) one-on-one communication on the line, targeted to improve the weak.<br>During the period of online teaching, teachers have more space to communicate with students one-on-one, private letter exchange will inject students with good learning motivation, but also conducive to the accelerated solution of students' individual problems.<br>On the one hand, online learning provides a chance for weak students to close loopholes and perfectly "reverse attack".<br>For students with very weak basic knowledge, specialized tasks can be assigned, starting with the accumulation of the most basic words.<br>At the same time, teachers must give timely feedback and guidance to the tasks assigned to students, which can be the analysis of the cause of the error, or the specific guidance of learning methods.<br>Take writing as an example, during the outbreak can encourage students to use WORD documents for writing, teachers use the "comment" way to review the composition, convenient for students to compare the modification, each composition modified about two or three times, gradually accumulated students' writing products.

（1） Setting diversified tasks and cultivating diversified thinking<br>The learning tasks assigned to students during the online period should include multi-dimensional and multi-level content for students to choose from.<br>Learning objectives should include higher-order goals for students to explore and think, and match different learning tasks according to different goals.<br>In addition, according to the current situation of the epidemic situation, taking our own work experience as an example, we designed the special writing sequence of "miscellany in the epidemic", which formed a complete closed loop from the aspects of characters, news events, epidemic reflection, etc., to guide students to pay attention to the epidemic situation and dialectical thinking.<br>（2） Online one-to-one communication, targeted to improve the weak<br>During the online teaching period, teachers have more space for one-to-one communication with students. Private message exchange will inject good learning motivation into students and help students solve individual problems quickly.<br>On the one hand, online learning provides weak students with an opportunity to make up for loopholes and perfect "counter attack".<br>For students with very weak basic knowledge, they can start from the accumulation of the most basic words and arrange specialized tasks.<br>At the same time, teachers must give timely feedback and guidance to the tasks assigned to students, which can be analysis of the causes of errors, or specific learning guidance.<br>Take writing as an example. During the epidemic period, students can be encouraged to use word documents for writing. Teachers can use the way of "Annotation" to review the composition, which is convenient for students to revise. Each composition is modified about two to three times, gradually accumulating students' excellent writing.<br>