The Effect Of Hierarchical Assignment Of Homework On Students' Academic Performance

Human capital plays an important role in China's economic growth at the present stage.Education is the most important way to accumulate human capital.It also affects economic growth.Academic performance is the main indicator of students' education status and one of the most concerned indicators among students,parents and the country.The research of educational economics shows that one of the most important factors affecting students' academic performance is the teacher-related factor.Teachers generally influence students' academic performance in the following two ways:one is teacher's ability.Including teachers'educational background,teachers' profession,teachers'teaching years and teachers' professional titles;Second,the teaching behavior of teachers.It includes teachers' preparation before class,teachers' classroom management,teachers'teaching methods,what teaching AIDS to use in class and whether homework or exams are valued.Teachers' teaching behavior plays an important role in influencing students'academic performance.Hierarchical teaching is an indispensable part of teachers' teaching behavior and an important teaching principle and method.The intent is to understand and admit the student's individual differences,to make the teaching more targeted,according to the different situation of different students,schools and teachers adopt different teaching goals and methods,with different evaluation criteria,stimulate students' interest in learning to the greatest extent,make up the insufficiency and its advantage,establish the confidence of students learning,promote students to learn knowledge more effectively,ultimately achieve the purpose of the whole class or the school quality of teaching.Stratified teaching is also an idea.Just as there is no unified conclusion on its concept at present,stratified teaching does not only represent some teaching behaviors,but also a responsibility of students for learning and teachers for education.Hierarchical teaching puts forward higher requirements for education and teaching,requiring teachers and students to put more energy,more thinking,more action.How teachers assign homework is one of the most important problems in hierarchical teaching.To understand the teacher to carry out the stratified homework to influence on student's mathematics result,this paper use of Qingyang city,Gansu province in northwest region randomly selected 60 state-level poverty-stricken counties in four rural primary school of 2656 students gathered firsthand data,using the descriptive statistics,regression analysis and the heterogeneity of tendency to score matching and analysis methods were studied.The study found that 30%of mathematics teachers in the sample area carried out hierarchical assignment in teaching,which had a negative and significant impact on students' academic performance.This result is contrary to a large number of literatures at home and abroad.This paper further analyzes the mechanism and finds that,at the level of teachers,stratified assignment is not accompanied by greater teaching input,but is negatively correlated with it.These negative results may reduce students' academic performance;At the student level,math teachers did not reduce math performance by changing students' educational expectations and allocating time after class to help with family work and entertainment.In addition,the negative influence of stratified assignment on students' math academic performance is heterogeneous in three aspects:students' cognitive test scores,math teachers' reminding students and math teachers' answering questions after class.If the mathematics teacher only carries out the stratified assignment,then not only cannot achieve the stratified teaching effect,the effect is even the opposite.For the students in the sample area,the teaching behavior of reminding students that learning is important can bring additional positive improvement to their math academic performance on the basis of hierarchical assignment behavior.The teaching behavior of math teachers answering students' questions after class can also bring positive improvement to students'math academic performance on the basis of hierarchical assignment behavior.Based on the above analysis,this paper suggests that under the existing unchanged teaching behavior,teaching mode and teaching system,mathematics teachers in rural primary schools in western China should pay attention to the negative effects that may be brought about by stratified assignment.While paying attention to stratified assignment behavior,they should also deeply understand the intention of stratified teaching.It is required that mathematics teachers should increase their teaching input and support other targeted teaching behaviors.In addition,math teachers should also care and help students with lower cognitive test scores,so that such students can get rid of their external deficiencies and build up interest and confidence in learning.