进入21世纪，人才培养成为国家发展的战略内容，个人、社会、国家对教育的重视程度不断增长。教育工作者关注到学生的个体差异，力求寻找能让每一位学生都能全面发展的教育方式，分层教学应运而生。作业作为教学的重要环节，同样受到关注。当前数学作业无法满足每位学生的学习需要，为使学生的数学学习更加个性化，本文对高三数学课后作业开展分层作业实践研究。

本文借助调查问卷分析高三学生数学作业现状，并了解学生对课后分层作业的接受程度。调查结果表明，大部分学生能够独立地、认真地且基本能够完成数学作业，但是做作业所花时间较长，超出教师对作业完成时间的预期，此外当前作业几乎不考虑学生学习水平的差异；超过半数的学生支持实施分层作业且期待分层作业的实施效果，不足一成的学生对分层作业持反对态度。

研究者在任教班级开展为期一个月的课后分层作业实践研究。首先，对学生分层，教师综合考虑学生的数学成绩年级排名和学生的非智力因素将学生分为A、B、C三层,各层次学生比例约为1：2：1，分层时注意分层的公平性、动态性和隐蔽性。其次，将习题分层，根据学业质量水平将习题分为模块一、模块二、模块三共三个模块，设计习题时注意习题与教学目标一致性原则、贴近高考原则和层次性原则。最后，布置作业时，考虑到学生的学习需求，兼顾学生作业完成时间，也便于教师讲评作业，教师额外增设复习模块和自主学习模块，将每层作业设置成“必做+选做”的模式，且不同层次作业有重叠的模块习题。本文对第一次课后分层作业《数列的通项公式》进行分析，发现不同层次作业存在难度差异，且不同层次作业符合相应层次学生的学习发展需要，确保了分层作业设计思路的正确性，有效保障了分层作业的实施效果。

实践研究表明，实施分层作业可以有效提高学优生、中等偏上学生和学困生的数学水平，且可以提高部分学生的学习勤奋程度。

In the 21st century, talent training has become a strategic content of national development, and the importance of education by individuals, society and the country has been increasing. Educators pay attention to the individual differences of students, and strive to find an education method that allows every student to develop in an all-round way, and layered teaching comes into being. As an important part of teaching, homework also receives attention. The current math homework cannot meet the learning needs of every student, in order to make students' math learning more personalized, this paper conducts a practical research on the layered homework for the mathematics of the third year of high school.

This article used a questionnaire to investigate the current situation of high school students' math homework, and find out the students' acceptance of the layered homework. The survey results showed that most students were able to complete math homework independently, earnestly, and basically, but it took a long time to complete the homework, which exceeded the teacher’s expectation of the completion time of the homework. In addition, the current homework hardly took into account the differences between students' learning levels. More than half of the students supported the layered homework and expected the effect of layered homework, and less than 10% of students were opposed to layered homework.

The researcher carried out a one-month practice study of layered homework in her own teaching class. First of all, the teacher took the students' math scores and their non-intelligence factors into consideration and divided the students into three levels which the proportion of students at each level was about 1:2:1, and paid attention to the fairness, dynamic and hidden of the layers. Secondly, the exercises wer divided into three modules: module 1, module 2, and module 3 according to the academic quality level, and paid attention to the principle of consistency between exercises and teaching objectives, the principle of being close to the college entrance examination, and the principle of hierarchy. Finally, taking into account the learning needs of students, the time for students to complete homework and evaluating homework conveniently for teachers, teachers added review modules and self-directed learning modules, and set each level of homework to a "mandatory and optional" mode, and there were overlapping modules for different levels of homework. This article analyzed the first layered homework "General Item Formula of Number Sequence" and found that there were differences in the difficulty of different levels of homework, and the different levels of homework met the needs of the students' learning corresponding to their level. Therefore, the design of  homework was reasonable, and it ensured the implementation effect of layered homework effectively.

Practical research showed that layered homework could effectively improve the mathematics level of excellent students, upper-middle students and students with learning difficulties, and improve the diligence of some students.