The Impact Of High School Students' Objective Burden Of Mathematics On The Subjective Burden Of Mathematics

"Reducing the burden of students" excessive academic work" has always been a concern of the education and academic circles,but so far the reform practice has not achieved satisfactory results.Based on the relevant factors that affect the subjective academic burden of mathematics,this paper explores the impact of high school students' mathematical and objective course burden on the subjective academic burden of mathematics,and helps students,parents and teachers to deepen their understanding of the high school students'mathematics curriculum burden.In this study,958 high school second-year students from a public high school in Qingdao,Shandong Province were selected as subjects.The questionnaire survey and statistical analysis were used to investigate gender,teacher-student relationship(mathematics),mathematics learning attitude,learning willpower,and mathematics scores.The predictive effect of related factors on the subjective academic burden of mathematics,and based on this,after the control of these variables,the mathematical objective course burden on the predictive role of mathematics subjective academic burden.Turn out:(1)In this study,there were no significant differences in the objective and academic burden of mathematics between boys and girls in the second year of the school;in the subjective burden of mathematics,the level of girls was significantly higher than that of boys.However,when students are nested into the student-class model,the influence of gender on the subjective academic burden of mathematics becomes insignificant with the addition of variables that have a greater influence on the subjective academic burden of mathematics.(2)After the second-grade students are nested in the multi-level model of the student-class,the students'mathematics learning attitude,learning willpower,and teacher-student relationship(mathematics)still have a significant influence on the subjective academic burden of mathematics,and The coefficients are all negative.In other words,the worse the students'attitude towards mathematics learning,the weaker the willingness to learn,the worse the relationship with mathematics teachers,and the greater the burden of their subjective academic work.(3)After controlling the individual level of gender,parental expectation,willingness to llearn,mathematics learning attitude,mathematics achievement and class-level teacher-student relationship(mathematics),and teacher teaching age of the second-grade students of the school,the mathematics objective course of high school students The burden has a significant positive predictive effect on the subjective academic burden of mathematics,with a coefficient of approximately 0.14.