2021年7月19日印发的《关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见》中提到应全面压减作业总量和时长，减轻作业过重负担。本研究旨在研究高二学生数学学习的课外作业负担现状，探讨影响高二学生数学学习课外作业负担的因素，并尝试提出降低高二学生数学学习课外作业负担的可借鉴的策略。
本研究所选取的研究对象是湖北省武汉市H学校A班的学生。通过已有研究选取和完善数学课外作业负担调查问卷、数学焦虑调查问卷和主观幸福感调查问卷，并用SPSS 26以及Excel对问卷数据进行统计分析。同时，统计研究对象完成数学课外作业的态度和其各次数学考试成绩，分析调查数据与统计数据之间的联系。研究结果显示，不同学生对于数学课外作业的认知各不相同，他们完成数学课外作业的态度差别较大，数学学习课外作业负担较重，且主要集中在校本作业上。根据差异性比较发现，不同分数组的学生对数学课外作业的认知差异性显著；通过多元回归分析发现，由学生的开学考试成绩及其完成数学课外作业的态度可预测其期中考试成绩；根据相关性分析发现，学生对数学课外作业的认知与其数学焦虑和主观幸福感存在典型相关性。
研究将高二学生数学学习课外作业负担分为校本作业和教辅资料两大类，针对数学课外作业负担的调查问卷将影响因素分为七个层面，七个层面之间相关性显著，除分心层面以外其他各层面均呈正相关。针对数学焦虑的调查问卷将数学焦虑分为四个层面，这四个层面之间相关性显著且均呈现正相关。针对主观幸福感的调查问卷将主观幸福感分为五个层面，五各层面之间相关性显著且均呈正相关。因此，为减轻高二学生数学学习课外作业负担，针对学生提出一些建议：学会使用错题本，积极向他人寻求帮助，正确自我定位以及学会舒缓压力。

The Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Students in Compulsory Education, issued on July 19, 2021, mentions that the total amount and length of homework should be comprehensively reduced to alleviate the excessive burden of homework. The purpose of this study is to examine the current situation of the homework burden of mathematics learning among sophomore students, to explore the factors that affect the homework burden of mathematics learning among sophomore students, and to try to propose strategies that can be applied to reduce the homework burden of mathematics learning among sophomore students.
The students selected for this study were in Class A of School H in Wuhan, Hubei Province. The mathematics homework burden questionnaire, mathematics anxiety questionnaire and subjective well-being questionnaire were selected and refined through existing studies, and the questionnaire data were statistically analyzed using SPSS 26 as well as Excel. At the same time, the attitudes of the students completing mathematics homework and their scores in each mathematics examination were counted, and the connection between the survey data and the statistical data was analyzed. The results of the study showed that different students' perceptions of homework in mathematics varied, their attitudes toward completing homework in mathematics varied widely, and their burden of homework in mathematics learning was heavy and mainly because of school-based homework. Based on the difference comparison, it was found that students' perceptions of mathematics homework varied significantly across different subgroups; multiple regression analysis revealed that students' midterm exam scores were predicted by their first exam scores and their attitudes toward completing mathematics homework; based on correlation analysis, it was found that students' perceptions of mathematics homework were typically correlated with their mathematical anxiety and subjective well-being.
The study divided the homework