The Investigation And Research Of Junior Middle School Students’ Academic Burden In M District S City

It has been a long-standing problem that school students are over loaded with homework. Since the founding of New China, Chinese Ministry of Education and Central Ministries and Commissions have promulgated policy documents about Burden Reduction many times, however, the results are not satisfying. Too much Academic burden is causing serious threat to teenagers’ physical and mental health. To address the problem of heavy homework burden on students and establish a homework monitoring and reporting system are presented clearly in China’s National Plan for Medium and Long-term Education Reform and Development (2010-2020). In this context, this academic dissertation conducts empirical research on academic burden, which is significant in theory and practice.The main research methods of this dissertation are literature research method and questionnaire method. This dissertation illustrates and analyzes the existing literature at home and abroad, mainly about the understanding of academic burden, its measurement, its relation to academic achievement and influence factors. The research tool is self-developed questionnaire, which is designed according to objective academic burden and school students’ subjective academic feelings. The study subject of this dissertation is 485 junior school students from 12 classes of 3 junior schools in M district S city.Through statistical analysis of the survey data, this dissertation comes to three conclusions. Firstly, the problem of academic burden on students is not optimistic as a whole at present. The real curriculum and activities in schools are beyond policies and regulations. The type of homework is monotonous and students usually have long hours finishing the homework. Obviously, extra-class continuation is exam-oriented. Students’attitudes toward extra-class continuation appear differentiation. School students have much negative academic emotions than active academic emotions. Secondly, the academic burden on students exhibits population variation. There is much more math homework than English. Girls are in positive emotion state in English classes while boys don’t. But when it comes to math classes, the result is the opposite. The academic burden is heavier on students who study in town school than those in city school. Thirdly, results indicate a moderate linear relationship between academic burden on students and students’academic achievements. It is not true that the more homework students finish the better academic achievements they’ll get. Students who have enough sleep get better academic achievements. Subjective academic feeling has a remarkable correlation to academic achievements compared with objective academic burden.Thus this dissertation proposed four suggestions. Firstly, both objective academic burden and subjective academic feeling should be considered while studying academic burden. Secondly, schools should strictly enforce national educational policies and related Burden Reduction regulations. Thirdly, teachers should pay attention to study learning laws and different physical and mental characteristics. Fourthly, Burden Reduction is not only schools and teachers’ accountability, which also needs the whole society’s cooperation.