课后作业是课堂教学的重要组成部分，也是实现课堂教学目标的重要因素。为了解决中小学生过重课业负担和义务教育的功利性问题，中共中央办公厅推出了“双减”政策，旨在切实减轻学生过重的作业负担。

基于此背景，本文以道德与法治课课后作业为研究对象，通过深入剖析课后作业存在的问题，探索具体的优化策略，为教学目标的实现提供可参考性的借鉴。首先，本文依据道德与法治课课程标准，根据加涅信息加工理论中的作业阶段理论、从做中学理论等理论去挖掘作业的学科功能，提升教育实效。其次，采用问卷调查的方式，对当前课后作业的现状展开调查，发现实际存在的问题，并剖析此类问题的现实原因。再次，整理分析问卷，发现课后作业实施过程当中存在着形式单一、难易失当等问题，归纳成因之后尝试提出优化策略。通过对课后作业优化策略的运用与检验，探索出该优化策略在道德与法治课教学当中的适用性，并进行反思与再优化。

结论表明，教师可以通过参考多种依据构思课后作业，多角度切入设计课后作业，多主体评价课后作业等途径对课后作业进行优化。在教学实践中，教师要依据优化策略对课后作业进行精心设计，并不断进行调整和优化，回归作业育人的本质。

Post-course homework is an important part of classroom teaching and an important factor in achieving classroom teaching goals. In order to solve the problem of primary and secondary school students’ excessive homework burden and the utilitarian nature of compulsory education, the General Office of the Central Committee has launched a “double reduction” policy, which aims to reduce the excessive homework burden of students.

Against this background, this paper takes the post-course homework of Ethic and Rule of Law as the research object, aims to provides a reference for the realization of teaching objectives by analyzing the problems existing in the after-school homework, and exploring specific optimization strategies. First of all, according to the curriculum standards of the Ethics and Rule of Law Course, this paper excavates the disciplinary functions of homework according to the theory of the operation stage in the theory of Gane’s Information Processing and the theory of Learning from Doing, so as to improve the effectiveness of education. Secondly, a questionnaire survey was used to investigate the current situation of after-school homework, find out the actual problems, and analyze the actual causes of such problems. Third, after sorting out and analyzing the questionnaire, it was found that there were problems such as single form, difficulty and improperness in the implementation process of post-course homework, and after summarizing the causes, the researcher tried to propose an optimization strategy. Through the application and testing of such strategy, the applicability in the teaching of Ethic and Rule of Law courses is explored, and the reflection and re-optimization are carried out.

The conclusion shows that teachers can optimize after-school homework by referring to a variety of theoretical bases, designing post-course homework from multiple angles, and evaluating after-school homework with multiple subjects. In teaching practice, teachers should carefully design after-school homework according to optimization strategies, and constantly adjust and optimize to return to the essence of homework education.