Abstract: The widespread application of AI technology in secondary school Chinese learning has led to a notable phenomenon of “knowledge outsourcing” which poses potential inhibitory effects on students’ autonomous learning abilities and innovative thinking development. Through a systematic comparative analysis of the heterogeneous characteristics of human-AI collaborative writing, this study identifies significant deficiencies in AI-generated content, particularly in linguistic originality, emotional authenticity, and cognitive depth, manifesting as formulaic expressions, emotional superficiality, and mechanical logic. In response to these challenges, an innovative homework design framework and a multi-dimensional assessment system are proposed. The framework emphasizes contextual embeddedness, practice orientation, and innovation stimulation in task design, while the assessment system integrates textual feature analysis, behavioral process tracking, and learning context verification. These findings provide theoretical and practical guidance for Chinese education in the AI era to mitigate technological dependency, facilitating the transformation of homework design from knowledge transmission to cognitive cultivation, thereby promoting the harmonious integration of technological empowerment and educational essence.