在当前课程改革深化和“双减”政策实施的大背景下，历史教学愈发重视作业在育人方面的作用。这对作业设计提出了更高的要求。然而就当前主流的作业形式来看，仍过度依赖传统纸笔作业模式，追求“以量取胜”。这不利于发挥历史作业的教育功能。因此，本文从作业设计的创新角度入手，引入口述材料作为工具，发挥此类作业在历史教育中的独特功能。

本文以《基于口述材料的历史作业的设计与评价》为题，共分三个部分，分别阐述引入口述材料设计历史作业的内涵和意义、论述科学设计与评价口述材料类历史作业的方法。在论证过程中，结合教材内容，借助具体案例进行陈述，探讨作业实施的可行性。

首先，第一部分阐述口述材料与历史作业设计内涵，再强调基于口述材料设计历史作业的意义；随后，第二部分从作业的制定、实施、成果展示三个环节出发，介绍设计历史作业的操作方法；接着，第三部分立足学科核心素养的要求和表现性评价的方法，为此类作业制定评价维度和程序。

In the context of  the deepening of curriculum reform and the implementation of the " ease the burden of excessive homework and off-campus tutoring for students undergoing compulsory education " policy, history teaching pays more and more attention to the role of homework in educating students. This puts forward higher requirements for the operation design. However, as far as the current mainstream operation form is concerned, it still relies too much on the traditional paper-and-pencil operation mode and pursues "winning with quantity". This is not conducive to the educational function of historical homework. Therefore, this paper starts from the innovative perspective of assignment design, introduces oral materials as tools, and plays the unique function of such assignments in history education.

This paper is entitled "Design and Evaluation of Historical Assignments Based on Oral Materials", which is divided into three parts, respectively, to explain the connotation and significance of introducing historical assignments for oral material design, and to discuss the methods of scientific design and evaluation of historical assignments based on oral materials. In the process of demonstration, combined with the content of teaching materials, specific cases are used to make statements and explore the feasibility of operation implementation.

Firstly, the first part explains the connotation of oral materials and historical operation design, and then emphasizes the significance of designing historical work based on oral materials. Then, the second part introduces the operation methods of design history operations from the three links of job formulation, implementation and achievement display. Then, the third part develops evaluation dimensions and procedures for such assignments based on the requirements of core competencies and expressive assessment methods.