After the start of the new semester, some schools and parents "posted" their children's "fancy" homework. These "fancy assignments" are often related to students' daily learning and social news hotspots, requiring students to simultaneously apply knowledge and skills from multiple disciplines, plan and complete multiple tasks on their own, and ultimately form interesting "works" that are both interesting and practical, and can promote students' development. However, many students and parents have also reported that some "fancy homework" exceeds the students' ability range, which not only increases the burden on students, but also increases the economic and energy burden on families. How to design meaningful and high-quality "fancy homework" has become a new problem faced by schools and teachers. High quality "fancy homework" not only requires clear educational goals that are in line with students' physical and mental development characteristics, but also requires teachers to provide sufficient guidance and feedback, as well as effective communication between home and school. No matter what form the homework takes, there should be clear educational goals. Teachers need to be very clear about what goals students can achieve by completing homework, such as deepening their knowledge and skills, developing core competencies, and cultivating good habits. Teachers should also deeply consider the relationship between homework tasks and forms and the curriculum and classroom when designing "fancy homework". A good homework design should have the function of helping students deepen their consolidation, application, or self-learning of course related content. The content and form of homework tasks should be determined based on students' learning goals, rather than blindly pursuing hot topics, and should not be "flexible for the sake of flexibility", which would make homework a mere formality and lose its original function. The requirements of homework should be in line with the physical and mental development characteristics of students, especially consistent with their cognitive abilities. The biggest controversy over "fancy homework" currently lies in the fact that the homework requirements exceed students' abilities, such as requiring elementary school students to do "case analysis" or summarize holiday life in the form of video clips, presentations, etc., which are far beyond students' abilities. When students are unable to complete their homework, parents have to "do it on their behalf". Homework not only fails to fulfill its intended purpose, but also increases the burden on the family. Therefore, when designing homework, teachers must consider whether students have the ability to analyze problems, design plans, and independently complete all relevant tasks or steps in the "fancy homework". If students do not possess these abilities, teachers should consider reducing task difficulty, changing homework forms, or using task guidance to provide "scaffolding" for students to complete homework, in order to avoid tasks beyond students' abilities as much as possible. Meanwhile, homework design should also be closely related to students' real life experiences. Teachers should effectively examine students' interests or topics when assigning tasks, assign task questions based on the thinking patterns of students in specific age groups, so that students can fully feel the authenticity and fun of homework tasks, and guide them to actively complete assignments. Teacher guidance and feedback are more important for "fancy homework". Compared to traditional homework, "fancy homework" has stronger comprehensiveness and practicality, and requires teachers to provide sufficient guidance and preparation to help students understand the significance of homework tasks for their own development and solving practical problems. Through sufficient guidance from teachers, students can understand why they need to do this homework and how to do it well. Homework truly gives meaning to students, enabling them to have the willingness and sense of efficacy to actively complete and learn independently. After completing homework, "fancy homework" also requires teachers to analyze and provide feedback, helping students understand their strengths and weaknesses in the process of completing homework. In the process of completing "fancy homework", students often need to integrate their abilities from multiple disciplines and aspects, solve multiple problems or complete multiple tasks, and form the required results for the homework. For students, completing homework is a whole process that requires the support of teachers or peers to review and analyze the steps and processes involved in completing homework. Therefore, teachers also have the responsibility to provide in-depth feedback on "fancy homework", help students analyze and reflect, guide students to think about what they have understood, what abilities they have developed, and what abilities they still need to improve through completing homework. Based on these in-depth analyses and reflections, students can clarify their direction of development in future learning, further stimulate their interest in learning, and clarify their learning goals. Sharing among peers is also an effective form of feedback for "fancy homework". Students exchanging homework results with each other in the classroom not only deepens the content of the homework, but also effectively connects classroom teaching and homework, forms a closed loop between the classroom and homework, and helps students develop their abilities and literacy. On the other hand, this form of feedback can also help students understand and learn from each other, draw on the strengths of their peers, broaden their thinking, and enhance their sense of belonging and communication skills. In addition, special consideration should be given to the ability of students and parents to handle "fancy homework". During the process of completing these assignments, students need to apply knowledge and skills from multiple disciplines to solve various problems. Therefore, the time and effort required to complete assignments are often no less than traditional written assignments. Many 'fancy assignments' do not fall within the scope of written assignments and are more difficult to regulate and control in terms of the total amount of assignments. This requires schools to improve their own systems, effectively control the total amount of homework through communication mechanisms such as homework disclosure and interdisciplinary collective teaching and research, leave enough time "margin" for students to complete homework, and avoid problems such as excessive "fancy homework" and increased burden on students and families. Schools should also do a good job in home school communication, helping parents understand the significance of flexible homework forms for students' development through forms such as letters and face-to-face communication. For "fancy homework" that requires parental supervision and companionship, such as sports, art, and labor assignments, simplify the process and form of parental feedback, promptly listen to parents' opinions and suggestions on "fancy homework", adjust the content and form of homework, and ensure that "fancy homework" effectively plays the educational role that homework should have. (New Society)