家庭作业类型及其组合与学生学业发展的关系研究*——以八年级数学为例

摘要/Abstract

摘要：

设计类型多元的家庭作业,是教学过程中的重要环节。已有研究中缺乏针对作业类型组合效应的研究,此外,已有的相关研究过于局限在学习成绩的表现上,对学习兴趣的发展关注不够。因此,本研究以初中数学为例,探索不同类型作业及其组合与学生学习兴趣、学习成绩的关系。本研究使用多层线性模型分析11 007名八年级学生的学习兴趣和学习成绩后发现,基础巩固类、能力提升类、综合实践作业所展现的预测力为正向的,但应试类作业的预测力为负向的。此外,当使用倾向值匹配分析法控制相关干扰变量(作业时间、家庭经济地位)后,使用F检验分析发现,单一类型作业效果相对不佳,“基础巩固类+能力提升类+综合实践类”的作业对学生最为有益。

关键词: 家庭作业, 作业类型, 作业目的, 数学学习兴趣, 数学学习成绩

Abstract:

Designing homework with multiple types is an important part of the teaching process. Existing studies lack research on the effects of homework types and combinations. Moreover,research on homework outcomes has been overly focused on academic performance,with insufficient attention paid to the development of learning interest. Therefore, this study takes middle school mathematics as an example to explore the relationship between different homework types and combinations and students’ learning interests and academic performance. By employing a Hierarchical Linear Model (HLM) to analyze the comprehensive development of learning interest and academic performance among 11 007 eighth-grade students,it found that the predictive power of basic consolidation, ability improvement, and comprehensive practice homework was positive, but the predictive power of test-oriented homework was negative. In addition, when the Propensity Score Matching (PSM) was used to control related interference variables (homework time, family economic status), the F test analysis found that the effect of a single homework type was relatively poor, and the homework combination mode of “basic consolidation + ability improvement + comprehensive practice” was most beneficial to students.

Key words: homework, homework type, homework purpose, interest in learning mathematics, mathematics learning achievement

中图分类号:

G623

邵越洋, 刘启蒙, 刘坚. 家庭作业类型及其组合与学生学业发展的关系研究^*——以八年级数学为例[J]. 教育科学, 2025, 41(1): 67-74.

Shao Yueyang, Liu Qimeng, Liu Jian. The Relationship Between Homework Types and Combinations and Students’ Academic Development: Taking Eighth Grade Mathematics as an Example[J]. Education Science, 2025, 41(1): 67-74.

图/表 5

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	样本数	最小值	最大值	均值	标准差
学习兴趣	11 005	-2.49	1.25	0.00	1.00
学习成绩	10 877	-3.27	2.52	0.00	1.00
学习兴趣及学习成绩平均	10 887	-2.68	1.89	0.00	0.79
SES	10 204	-2.89	1.69	0.01	0.77
每天数学作业时长	11 088	10.00	120.00	57.36	27.75
做基础巩固类作业的频率	11 088	1.00	8.00	6.95	1.75
做应试类作业的频率	11 088	1.00	8.00	6.11	1.72
做能力提升类作业的频率	11 088	1.00	8.00	4.48	2.36
做综合实践类作业的频率	11 088	1.00	8.00	2.94	2.19

因变量	标准化系数[置信区间]
因变量	学习兴趣	学习成绩	学习兴趣与成绩综合
截距	-0.00[-0.00,-0.00]	-0.11^***[-0.11,-0.11]	-0.05^**[-0.05,-0.05]
SES	0.08^***[0.08,0.09]	0.122^***[0.12,0.12]	0.11^***[0.11,0.11]
平均每天作业时长	-0.06^***[-0.06,-0.06]	-0.02^***[-0.02,-0.02]	-0.04^***[-0.04,-0.04]
做基础巩固类作业的频率	0.08^***[0.08,0.08]	0.17^***[0.17,0.17]	0.12^***[0.12,0.13]
做应试类作业的频率	-0.08^***[-0.08,-0.08]	0.02^*[0.02,0.03]	-0.02^***[-0.02,-0.02]
做能力提升类作业的频率	0.16^***[0.16,0.16]	-0.05^***[-0.05,-0.04]	0.06^***[0.06,0.06]
做综合实践类作业的频率	0.09^***[0.09,0.10]	-0.05^***[-0.05,-0.05]	0.02^*[0.02,0.02]

不同类型作业组合	PSM加权前			PSM加权后
不同类型作业组合	N	作业时长	SES	N	作业时长	SES
仅做基础巩固类作业	1 390	50.17	-0.27	8 318	56.01	-0.10
仅做应试类作业	166	53.73	-0.16	8 114	55.98	-0.11
做基础巩固类+应试类作业	3 344	59.96	-0.03	8 544	56.59	-0.09
做基础巩固类+能力提升类作业	311	48.42	-0.21	7 895	54.89	-0.10
做基础巩固类+应试类+能力提升类作业	2 261	57.31	-0.05	8 504	56.60	-0.09
做基础巩固类+应试类+综合实践类作业	99	57.78	-0.08	8 636	56.42	-0.08
做基础巩固类+能力提升类+综合实践类作业	101	42.87	-0.23	6 420	55.94	-0.11
做基础巩固类+应试类+能力提升类+ 综合实践类作业	1 703	57.39	-0.12	8 504	56.61	-0.10

不同类型作业组合情况	学习兴趣得分	学习成绩得分	学习兴趣与学习成绩综合得分
组1:仅做基础巩固类作业	-0.02	0.10	-0.05
组2:仅做应试类作业	-0.31	-0.07	-0.28
组3:做基础巩固类+应试类作业	-0.13	0.27	-0.01
组4:做基础巩固类+能力提升类作业	0.24	0.06	0.06
组5:做基础巩固类+应试类+能力提升类作业	0.13	0.11	0.05
组6:做基础巩固类+应试类+综合实践类作业	-0.08	-0.09	-0.17
组7:做基础巩固类+能力提升类+综合实践类作业	0.50	-0.03	0.16
组8:做基础巩固类+应试类+能力提升类+综合实践类作业	0.27	-0.15	-0.02
F值	597.61^***	162.06^***	247.08^***

	组1	组2	组3	组4	组5	组6	组7	组8
组1	—
组2	0.23^*	—
组3	-0.04	-0.27^*	—
组4	-0.11^*	-0.34^*	-0.07^*	—
组5	-0.09^*	-0.32^*	-0.06^*	0.02	—
组6	0.12^*	-0.11^*	0.16^*	0.23^*	0.22^*	—
组7	-0.21^*	-0.44^*	-0.17^*	-0.09^*	-0.11^*	-0.33^*	—
组8	-0.02	-0.25^*	0.01	0.09^*	0.07^*	-0.15^*	0.18^*	—