东亚地区学生数学成绩与数学作业的关系
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摘要
关于数学作业和学生成绩关系的争论始终存在,而以此为焦点的研究在结果上却大相径庭.借助国际数学与科学趋势研究项目(TIMSS)的数据,选择日本、韩国、中国香港、中国台湾等4个东亚国家或地区的八年级学生,通过回归分析,就其中数学作业与学生数学成绩之间的关系进行讨论.结果显示:(1)这4个国家或地区的教师每周会布置3～4次的数学作业,学生每次完成作业的时间在30分钟左右;(2)数学作业频率、完成时间和学生成绩之间的关系并不明确;(3)学生在课堂中回顾分析作业,对他们的成绩有正向的影响关系.
There were many arguments whether more homework could lead to higher learning performance during last several years, recent studies were also not reach the agreement. In this article, TIMSS data was analyzed based on hierarchical linear model and we chosed grade 8 students from eastern Asia like Japan, Korea, Chinese Hongkong and Chinese Taipei. The results showed:(1) In eastern Asia, teachers would assign homework 3 to 4 times per week and students would spend about 30 minutes to finish homework;(2) The relations between homework and students' achievement were not clear enough;(3) Reviewing homework in class could have positive effects on students' achievement.
There were many arguments whether more homework could lead to higher learning performance during last several years, recent studies were also not reach the agreement. In this article, TIMSS data was analyzed based on hierarchical linear model and we chosed grade 8 students from eastern Asia like Japan, Korea, Chinese Hongkong and Chinese Taipei. The results showed:(1) In eastern Asia, teachers would assign homework 3 to 4 times per week and students would spend about 30 minutes to finish homework;(2) The relations between homework and students' achievement were not clear enough;(3) Reviewing homework in class could have positive effects on students' achievement.
引文
[1]王婧.PISA测试:上海学生成绩全球第一作业时间也列第一[EB/OB].(2013-12-04)[2018-06-26].http://sh.eastday.com/m/20131204/u1a7809992.html.
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[13]陈汉君,童莉,佘文娟,等.儒家文化视角下华人数学教育的发展——专访2013年弗莱登塔尔奖得主梁贯成教授[J].数学教育学报,2014,23(3):16-20.
[14]张胜,康玥媛.TIMSS研究方法的经验与启示——基于对梁贯成教授的深度访谈[J].数学教育学报,2017,26(4):72-75.
[15]MARTIN M O,MULLIS I V S,CHROSTOWSKI S J.TIMSS 2003 technical report:findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades[M].TIMSS&PIRLS International Study Center.Boston College,2004:108-123.
[16]杜宵丰,刘坚.八年级学生“数学兴趣”“数学自我效能感”“学习坚持性”与“数学成就”的关系研究[J].数学教育学报,2017,26(2):29-34.
[17]周明.实证研究的地位与价值——2015年中国教育学会教育理论刊物分会年会综述[J].上海教育科研,2016(2):31-34.
[18]俞宏毓.中国数学教育研究现状分析——基于《数学教育学报》载文研究[J].数学教育学报,2015,24(4):96-99.
[18]COOPER H,ROBINSON J C,PATALL E A.Does homework improve academic achievement?A synthesis of research,1987-2003[J].Review of educational research,2006,76(1):1-62.
[19]WARTON P M.The forgotten voices in homework:views of students[J].Educational Psychologist,2001,36(3):155-165.
[20]ZIMMERMAN B J,KITSANTAS A.Homework practices and academic achievement:the mediating role of self-efficacy and perceived responsibility beliefs[J].Contemporary Educational Psychology,2005,30(4):397-417.
[21]HOANG T.Learning and instruction in mathematics:a study of achievement in Saigon,Vietnam[J].International Journal for Mathematics Teaching and Learning,2007(67):1-19.
[22]LIU J.Does cram schooling matter?Who goes to cram schools?Evidence from Taiwan[J].International Journal of Educational Development,2012,32(1):46-52.
[23]BRAY M,LYKINS C.Shadow education:private supplementary tutoring and its implications for policy makers in Asia[M].Manila,Asian Development Bank,2012:5.
[24]XU J,FAN X,DU J.Homework management scale:confirming the factor structure with middle school students in China[J].Psychology in the Schools,2015,52(4):419-429.
[25]BOALER J,GREENO J.Identity,agency and knowing in mathematical world[C]//Multiple Perspectives on Mathematics Teaching and Learning.Ablex Pub,2000:171-200.
[26]NEWMAN J,BIDJERANO T,ALI?ZDORU A,et al.What do they usually do after school?A comparative analysis of fourth-grade children in Bulgaria,Chinese Taiwan,and the United States[J].The Journal of Early Adolescence,2007,27(4):431-456.
[27]张奠宙.关于中国数学教育的特色——与国际上相应概念的对照[J].人民教育,2010,49(2):36-38.
[28]张奠宙.中国数学教育在改革与反思中前进[J].人民教育,2008,47(22):22-26.
[29]LI N,KIRKUP G.Gender and cultural differences in Internet use:a study of China and the UK[J].Computers&Education,2007,48(2):301-317.
[30]RAO N,MOELY B E,SACHS J.Motivational beliefs,study strategies,and mathematics attainment in high-and low-achieving Chinese secondary school students[J].Contemporary Educational Psychology,2000,25(3):287-316.
[31]XU J,YUAN R,XU B,et al.Modeling students’interest in mathematics homework[J].The Journal of Educational Research,2016,109(2):148-158.
[32]张奠宙.数学教育争鸣十题[J].数学教育学报,1995,4(3):1-7.
[2]Ordo?ez V,MACLEAN R.Asia:The impact of educational research on decision making[J].Prospects,1997,27(4):645-654.
[3]HAGGER M S,SULTAN S,HARDCASTLE S J,et al.Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment[J].Contemporary Educational Psychology,2015(41):111-123.
[4]DETTMERS S,TRAUTWEIN U,Lüdtke O,et al.Homework works if homework quality is high:using multilevel modeling to predict the development of achievement in mathematics[J].Journal of Educational Psychology,2010,102(2):467.
[5]KITSANTAS A,CHEEMA J,WARE H W.Mathematics achievement:the role of homework and self-efficacy beliefs[J].Journal of Advanced Academics,2011,22(2):310-339.
[6]LANDERS M G.Towards a theory of mathematics homework as a social practice[J].Educational Studies in Mathematics,2013,84(3):371-391.
[7]EREN O,HENDERSON D J.Are we wasting our children’s time by giving them more homework[J].Economics of Education Review,2011,30(5):950-961.
[8]李佳,徐建平.家庭作业影响学生学习成绩的实证研究——以浙江宁波市为例[J].中小学管理,2012(12):4-6.
[9]BARTELET D,GHYSELS J,GROOT W,et al.The differential effect of basic mathematics skills homework via a web-based intelligent tutoring system across achievement subgroups and mathematics domains:a randomized field experiment[J].Journal of Educational Psychology,2016,108(1):1.
[10]CHEEMA J R,SHERIDAN K.Time spent on homework,mathematics anxiety and mathematics achievement:evidence from a US sample[J].Issues in Educational Research,2015,25(3):246-259.
[11]ZHU Y,LEUNG F K S.Homework and mathematics achievement in Hong Kong:evidence from the TIMSS 2003[J].International Journal of Science and Mathematics Education,2012,10(4):907-925.
[12]王娟.数学学习的情感、自信、价值与成就之关系——由TIMSS2007的结果分析亚洲五国(地区)[J].外国中小学教育,2009(10):46-49.
[13]陈汉君,童莉,佘文娟,等.儒家文化视角下华人数学教育的发展——专访2013年弗莱登塔尔奖得主梁贯成教授[J].数学教育学报,2014,23(3):16-20.
[14]张胜,康玥媛.TIMSS研究方法的经验与启示——基于对梁贯成教授的深度访谈[J].数学教育学报,2017,26(4):72-75.
[15]MARTIN M O,MULLIS I V S,CHROSTOWSKI S J.TIMSS 2003 technical report:findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades[M].TIMSS&PIRLS International Study Center.Boston College,2004:108-123.
[16]杜宵丰,刘坚.八年级学生“数学兴趣”“数学自我效能感”“学习坚持性”与“数学成就”的关系研究[J].数学教育学报,2017,26(2):29-34.
[17]周明.实证研究的地位与价值——2015年中国教育学会教育理论刊物分会年会综述[J].上海教育科研,2016(2):31-34.
[18]俞宏毓.中国数学教育研究现状分析——基于《数学教育学报》载文研究[J].数学教育学报,2015,24(4):96-99.
[18]COOPER H,ROBINSON J C,PATALL E A.Does homework improve academic achievement?A synthesis of research,1987-2003[J].Review of educational research,2006,76(1):1-62.
[19]WARTON P M.The forgotten voices in homework:views of students[J].Educational Psychologist,2001,36(3):155-165.
[20]ZIMMERMAN B J,KITSANTAS A.Homework practices and academic achievement:the mediating role of self-efficacy and perceived responsibility beliefs[J].Contemporary Educational Psychology,2005,30(4):397-417.
[21]HOANG T.Learning and instruction in mathematics:a study of achievement in Saigon,Vietnam[J].International Journal for Mathematics Teaching and Learning,2007(67):1-19.
[22]LIU J.Does cram schooling matter?Who goes to cram schools?Evidence from Taiwan[J].International Journal of Educational Development,2012,32(1):46-52.
[23]BRAY M,LYKINS C.Shadow education:private supplementary tutoring and its implications for policy makers in Asia[M].Manila,Asian Development Bank,2012:5.
[24]XU J,FAN X,DU J.Homework management scale:confirming the factor structure with middle school students in China[J].Psychology in the Schools,2015,52(4):419-429.
[25]BOALER J,GREENO J.Identity,agency and knowing in mathematical world[C]//Multiple Perspectives on Mathematics Teaching and Learning.Ablex Pub,2000:171-200.
[26]NEWMAN J,BIDJERANO T,ALI?ZDORU A,et al.What do they usually do after school?A comparative analysis of fourth-grade children in Bulgaria,Chinese Taiwan,and the United States[J].The Journal of Early Adolescence,2007,27(4):431-456.
[27]张奠宙.关于中国数学教育的特色——与国际上相应概念的对照[J].人民教育,2010,49(2):36-38.
[28]张奠宙.中国数学教育在改革与反思中前进[J].人民教育,2008,47(22):22-26.
[29]LI N,KIRKUP G.Gender and cultural differences in Internet use:a study of China and the UK[J].Computers&Education,2007,48(2):301-317.
[30]RAO N,MOELY B E,SACHS J.Motivational beliefs,study strategies,and mathematics attainment in high-and low-achieving Chinese secondary school students[J].Contemporary Educational Psychology,2000,25(3):287-316.
[31]XU J,YUAN R,XU B,et al.Modeling students’interest in mathematics homework[J].The Journal of Educational Research,2016,109(2):148-158.
[32]张奠宙.数学教育争鸣十题[J].数学教育学报,1995,4(3):1-7.