作业，由于其与学生的课业负担直接相关，是人们一直较为密切关注的一个问题。高中生由于要接受高考的检验，面临着巨大竞争压力，都希望能通过某些途径来提高学业成绩。然而，大多数人会认为通过增大作业强度就能有效达到,其中特别是数学学科，很多学生采取“题海战术”。此外，许多政府部门发布的文件或实施条例集中征对义务教育阶段的中小学生的课业负担问题，而高级中学的教育不在义务教育的范畴之内，这导致高中生课业负担过重的问题缺乏应有的重视。本文在国内外关于作业对学习影响的研究基础上，选取浙江省温州市某高中高二年级的学生为研究对象，并选取从作业量这个角度来开展研究。其中，作业量分为作业时间以及作业题量这两个维度考察高二年级学生作业量对数学学业成就的影响。主要研究结论如下：1.根据在不同的作业时间小组及不同作业题量的小组中，学生平均学业成绩的差异说明作业对学业成绩会产生影响。其中，将学生的成绩基于不同长度的作业时间下进行单因素方差分析，其结果说明学生作业时间对学业成绩影响较显著；将学生的成绩基于不同程度的作业题量下进行单因素方差分析，其结果说明作业题量对学业成绩影响不显著。2.数学作业的时间在适度范围[30,60）（单位：min）内，学生的数学平均成绩最佳。若超出这个范围至60~90min，则平均成绩下降；若继续延长时间至90~150min，平均成绩又有所上升，但学生的平均成绩与处于适度范围内的基本无异。3.总的来说，作业题量对学业成绩的影响不显著，但相较于低数学作业题量甚至零数学作业题量，增加一定数量的数学题目能提高数学成绩。不过题目数量的多少存在一个最佳值或最佳区间，若超过区间的上限，一味地增加题量对成绩提高并无影响。

Homework is closely watched by human beings for the students' learning almost cannot do without homework. Because of the high school students usually facing great pressure of competition in the college entrance examination, students as well as parents and teachers are tend to think that increasing the homework intensity can effectively to improve student academic achievement, especially mathematics. Many students take the "exercises stuffed method", which makes them have to face heavy mathematics homework burden. Otherwise the high school stage of education is no longer compulsory education ranks, the homework burden overweight high school students are lack of attention by the government departments and the social from all walks of life.Based on a large number of domestic and foreign existing researches, this study choosing grade of senior high school in Wenzhou Zhejiang province students as the research object, carrying out research from the angle of homework quantity which divided into two dimensions. The main conclusions are as follows:1.The difference of the average student academic achievement, based on different groups in homework time and homework amount, illustrating that homework have an impact on academic achievement. Among them, the student achievement based on single factor variance analysis of different length of time, the results show that the effect of students' homework time on academic performance significantly, while the effect of work quantity on academic performance is not significant.2. Math homework time in the moderate range [30,60) (unit: min), students' math scores is best. To some extent, beyond the range, the average scores decreased significantly and greatly; if the math homework time continues to extend, the average grade rose again, but it have no different from the average grade in the moderate ranged.3.Generally speaking, the effect of homework amount on academic performance is not significant. But compared with that of low math homework or even zero math homework amount, increasing the quantity can improve math academic achievement. Otherwise, there existents the "plateau phenomenon" in the relationship between homework quantity and mathematic achievement. That is, homework quantity exists an optimum value or optimal interval, a modest increase in math homework quantity can significantly improve the academic performance, but the improvement is not significant if taking the"exercises stuffed method" by blindly increasing increasing the amount of exercise.