初中数学周课时与数学学业成就的关系研究

The Relationship between Mathematics Instructional Time and Academic Achievement in Junior High School

中小学课业负担问题是社会各界持续关注的话题.在“双减”背景下,对数学课时设置进行系统的实证研究与反思具有重要的理论和社会实践意义.基于国家某项大型测试项目的八年级学生样本,探讨了中国初中生数学课时与其数学学业成就的关系.研究结果表明:初中的数学课时超标较为严重;在保证国家义务教育课程方案规定每周4~5节的基础上,继续增加数学课时无法进一步提升学生的数学学业成就.这在一定程度反映了盲目增加数学课时的巨大投入可能并未获得其期望的效果.教育主管部门应进一步加强相关教育治理工作,明确依标准恰当设置数学课时、减轻学生结构性课业负担的重要意义,同时积极制订行业质量标准和质量监测体系,监督把控数学课时设置,关注数学教学质量的切实提升.

Academic burden in primary and middle schools is a topic which has attracted sustained attention from society.Under the background of“double reduction”,systematic empirical research and reflection on how to set mathematics instructional time have important implications for theory and social practice.The study,based on a sample of eighth-grade students in a large-scale national assessment project,aims to explore the relationship between junior high school students’mathematics instructional time and mathematics academic achievement.The results show the followings:mathematics instructional time in junior high school is far more than the number of national regulation mathematics instructional time;on the basis of ensuring that the national compulsory education curriculum program stipulates 4~5 lessons per week,continuing to increase the number of mathematics class hours cannot further improve students’mathematical academic achievements.To some extent,this result shows that huge investment in blindly increasing mathematics instructional time may not achieve its expected effect.Thus,education authorities should further strengthen the relevant education governance,clarify the significance of appropriately setting up mathematics instructional time according to the curriculum standards and reducing students’structural academic burden,actively formulate the education quality standards and assessment systems,supervise and control the setting of mathematics instructional time,and focus on the practical improvement of mathematics teaching quality.