青海省三江源民族中学学生因为基本是来自青海省各个州县的农牧区的藏族学生，生源比较杂，因而学生之间的个体差异非常显著。这些民族学生由于诸多原因，数学基础较薄弱，学习方法不当、学习不够努力、因语言障碍等原因与教师沟通严重不足、以及对新的学习环境和教学方法的不适应，导致数学学习成绩不高，学习效果不明显。在数学学习上主要表现为学习兴趣不足，态度不够积极，数学学习成绩不理想。笔者试图通过设计有难度梯度的数学习题来改变这种状况。本文综合了国内国外关于分层习题设计的相关研究之后，依据邵志芳在认知任务分析（CTA）的基础上制定并由李淑娜加以完善的问题难度事前标定体系来设计有难度梯度的数学分层习题。在青海省三江源民族中学对数学习题分层设计提高教学效果实施了行动研究。本研究以笔者所带八年级3班的30名学生作为实验对象，实验期限为2个月，以多元智能理论、最近发展区理论和因材施教理论为理论基础，进行行动研究。论文主要探究了以下三个问题：（1）数学分层习题设计对提升学生数学学习的兴趣和学习态度效果如何？（2）能否通过数学分层习题设计提高不同层次学生的数学学习成绩？（3）数学分层习题设计对不同层次学生数学学习成绩的影响效果如何？本研究采用访谈法、问卷调查、前后测对比等研究方法。在试验前后，作者对笔者所带班级数学成绩进行了前后测试，对学生数学学习状况进行了问卷调查。通过对前后测成绩和问卷调查结果的对比分析表明：与传统的数学习题相比，数学习题分层设计转变了学生对数学课后习题的消极态度，提高了他们对数学学习的兴趣度，同时能够较好地提高学生的数学成绩，学力程度中上的学生成绩提高较为明显。但是部分学困生因为诸多其他原因，学习兴趣依然较低、学习态度比较消极、学习成绩提高不明显，需要继续进行进一步研究解决此问题。

Most of students in our school are Tibetan and they are from different counties of Qinghai , so the individual differences between students are very significant.Because their learning habits are not very proper and also their learning environments is not very good ,so they are weak in math and their mathematics foundation is weak,and when they came to our school ,they can not adapt to the new environment,so the learning effect is not very obvious. There are a lot of reasons that stop students from learning math well.But the main oppearance is the lack of learning interest in mathematics learning, and their attitude is not positive, The author attempts to design gradient math homework to change that.This paper combines the domestic and foreign related research about layered homework question, on the basis of zhi-fang shao in the formulation and on the basis of CTA by su-na lee calibration system is designed to improve the problem of difficulty advance mathematical difficulty gradient layered homework.maths homework layered design of action research was Conducted in Qinghai sanjiangyuan national middle school .In this study the author regards the 30 students of class 3 grade eight as experimental object, the experiment is at least 2 months, and according to the theory of their aptitude, layered teaching theory, the theory of multiple intelligence .we carries on the analysis research.The thesis mainly discusses three questions:（1）If mathematics stratified job design can really change students' interest in learning mathematics and learning attitude?（2）If mathematics stratified job design can improve the students' mathematics learning at all levels?（3）How was the influence that students learn from Mathematics stratified job design?This research adopts the questionnaire, a pretest and post test research methods.The author of a questionnaire survey was carried out before and after the tests to experimental classes students.Through the analysis of questionnaire and experimental ,the results showed that:Compared with the traditional maths homework, math homework hierarchical design changed students negative attitude and also improved their interest in learning mathematics,At the same time that can improve the students' mathematics performance,The level of the upper and middle student improve a lot obviously.Although there are so many other reasons,Poor students’s interest in learning is still not high enough,and their learning attitude is not positive, so their study grades improved not very obvious , so we need to continue studies during our teaching years and our work.