一、本文概述OverviewofthisWiththecontinuotothephysicalandmentalhealthandlearninginterestsofqualityofeducation.Therefore,understandingtheacademicscientificandeffectiveofgreatsignificanceoptimizingtheallocationofrelatedresearchandpractice.Thearticlewillfirstinttheresearchbackgrounmethodologyofquestionnairedevelopment,includingtheprinciples,structure,questiontypes,andscoringsofquestionnairedesign;Next,introducetheprocimplementationofquestionnairepreparation,includingsselection,datacollectionanalyzethereliabilityandvalidityoftteachers,andparentsimprovementofeducationalequityandquality.二、文獻(xiàn)綜述Inthecurrentfieldofeducation,theadeeperunderstandingofthsystematicreviewofrelevantliterature.Throughreviewingrelevantresearchbothdomesticallyandinternationally,itmeasurementstandards,influenconthephysicalandmentalhealthofstuIntermsofmeasuringacademicworkload,scholarshaveproposedvariousevaluationmethodsandindicatorindicatorsincludebutarenotlimitedstudiesprovideuswithmultidimensionalperspectivestoevaluatestudents'academicburden.mainlyfocusesoneducationpolicies,schoolmfamilyenvironment,aForexample,somestudieshavehaveanimpactonstudents'academicburlearningmotivationandlearningstrategiesofstudbeignored.Intermsoftheimpactofacademicburdenonthephysicalsleepqualityandphysicalhealth.Exc階段學(xué)生課業(yè)負(fù)擔(dān)問卷》,進(jìn)一步了解我國(guó)義務(wù)教育階段學(xué)生的課業(yè)Theissueofstudentacamultidimensionalissuc.Throuexplored.Therefore,thisstudyaimstofurtherunderstandthe三、研究方法academicburdenofstudentsincompulsoryeducatiLiteraturereviewmethod:Byextensrelevantliteratureonstudendomesticallyandinternationally,asystethedefinition,influencingfac訪談法：為了更深入了解學(xué)生和家長(zhǎng)對(duì)課業(yè)負(fù)擔(dān)的感知和看法，我們選擇了不同學(xué)校、年級(jí)、性別的學(xué)生和家長(zhǎng)進(jìn)行了深入訪談。通過訪談，我們獲取了一手資料，了解了他們?cè)趯?shí)際學(xué)習(xí)和生活中所面臨的課業(yè)壓力和挑戰(zhàn)。Interviewmethod:Inordertogainad問卷調(diào)查法：基于文獻(xiàn)綜述和訪談結(jié)果，我們初步設(shè)計(jì)了義務(wù)教課業(yè)壓力感知、課業(yè)質(zhì)量等方面。通過預(yù)測(cè)試和小樣本調(diào)查，我們對(duì)問卷進(jìn)行了修訂和完善，確保了問卷的信度和效度。Questionnairesurveymethod:Basedonliteraturesurveys,wehaverevisedandimprovedthequestionnaensureitsreliabilityan數(shù)據(jù)分析法：對(duì)收集到的問卷數(shù)據(jù)，我們采用了描述性統(tǒng)計(jì)、因子分析、相關(guān)性分析等多種統(tǒng)計(jì)方法進(jìn)行處理和分析。通過這些數(shù)據(jù)分析，我們深入探討了義務(wù)教育階段學(xué)生課業(yè)負(fù)擔(dān)的現(xiàn)狀、特點(diǎn)及其與學(xué)習(xí)成績(jī)、心理健康等方面的關(guān)系。burdenonstudentsincomprelationshipwithacademicpreview,intervicw,questionnairesurvey,anddataanacomprehensivelyanddeeplyeducationstage.Throughtheapplicationofthesemethods,wehopetoprovidescientificbasisandeffectives四、問卷編制過程IntheprocessofpreparingthStudentAcademicBurdenQprinciplesofscience,system,andpracburdenofstudentsWefirstconductedanin-depthancompulsoryeducationstage,andclarifieWehavesystematicallyreviewedrelevantresearchinternationally,andselectedkeyindicatorsandissquestionsbasedontheactualincludingstudents'basicinformation,academicpressureperception,academictimeallocation,andevaluation.CorrespondingquestionshavebeendeInordertoensurethescientificandeffectivenorderandoptionsettinAftertheabovestepsofrevisionandimprovement,wehavefinallyformedthefinaldraftofthe"CompulsoryEStageStudentAcademicBurdenQuestionnaire".SubsequecomprehensivedataandprovStageStudentAcademicBurdenQuestionna五、問卷信效度檢驗(yàn)QuestionnairereliabilityandvaliditytestiAftercompletingthedeveconductedreliabilityandreliabilitytestso件計(jì)算得出。結(jié)果顯示，問卷各部分的Cronbach'sAlpha系數(shù)均大于7,表明問卷內(nèi)部一致性良好，具有較高的信度。重測(cè)信度檢驗(yàn)則選取了一部分樣本進(jìn)行間隔兩周的重復(fù)測(cè)試，通過計(jì)算兩次測(cè)試結(jié)果的相關(guān)系數(shù)，發(fā)現(xiàn)相關(guān)系數(shù)較高，進(jìn)一步驗(yàn)證了問卷的穩(wěn)定性。TheresultsshowedthattheCronbach'sAlphacoefficiportionofsamplesforrepeatedtestingwithatwo-weekcoefficientwashigh,furtherverifyingthestabilityofthe效度檢驗(yàn)包括內(nèi)容效度和結(jié)構(gòu)效度兩個(gè)方面。內(nèi)容效度主要通過專家評(píng)審和實(shí)地考察來進(jìn)行。我們邀請(qǐng)了多位教育領(lǐng)域的專家對(duì)問卷內(nèi)容進(jìn)行評(píng)審，同時(shí)結(jié)合實(shí)地考察的情況，對(duì)問卷的內(nèi)容進(jìn)行了修改和完善，以確保問卷能夠全面、準(zhǔn)確地反映學(xué)生的課業(yè)負(fù)擔(dān)情況。結(jié)andstructuralvalidity.Contentvalidityismainlyevainvestigations,wehaaccuratelyreflecttheacademicstructureofthequestionnairebetweenvariousfactorswaslow,indicatingthatthequestionnairehasg六、討論與建議Throughthedevelopmentandimplementationofcompulsoryeducationstagequestionnaire,wehaveobtainedastudentacademicburden.Thedesignoftheresearch,strivingtocomprehensivelyresultsindicatethattheacanotonlyaffectsthephysicalandmentalhealthofstudents,butmayalsohaveadverseeffectsonDuringthequestionnairedevelopmentprocestoensuretheobjectiviontheresults.Toaddresreliabilityandvalidityofthewealsonoticedthedifferedifferentstudentgroups,whichprovidesuswithdirectifurtherin-depthresearch.優(yōu)化課程設(shè)置：教育部門應(yīng)進(jìn)一步調(diào)整課程設(shè)置，減少不必要的課業(yè)負(fù)擔(dān)。同時(shí)，增加學(xué)生自主選擇課程的權(quán)利，以滿足他們的興趣Optimizecurriculum:Theeducationburden.Atthesametime,increasetherightofstudentsto加強(qiáng)師資培訓(xùn)：提高教師的教育教學(xué)能力，使他們能夠更好地指導(dǎo)學(xué)生進(jìn)行學(xué)習(xí)，減輕學(xué)生的課業(yè)壓力。完善評(píng)價(jià)體系：改變過于依賴考試成績(jī)的評(píng)價(jià)方式，建立多元化Improvetheevaluationsystem:changdevelopmentofstudents.Homeschoolcoopecooperationbetweenfamiliesandschools,andattentiontothephysicalandmentalhealthandgrowthofchildren.Carryoutmentalhealtheducatimentalhealtheducation,helpthemestablishcorrectvaluesreducetheacademicburdenonstudentandpromotetheircomprehensivedevelopment.Italsoprovstrongsupportfor