Abstract
In the teachers' daily teaching practice, they hope to improve the students' performance by using a variety of teaching strategies and giving the students lots of homework, exams and study materials. This paper focuses on the relationship between the teachers' teaching strategies, the students' academic burden and academic level. In this study, a questionnaire was first completed by the students in a middle school in Central China to evaluate their objective burden, subjective pressure and emotion of anxiety, and another was completed to evaluate their recognition of the teachers' teaching strategies. The students' academic level was represented by their exam scores. Then the method of structural equation model was used to explore the relationship between these five factors. The study found that the students' objective burden had a larger positive effect on their subjective pressure than on their academic level. The teachers' teaching strategies had a positive effect on the students' academic level. The students' anxiety had a negative effect on their academic level. This study provides a digital basis for quantifying the burden of students in different groups, reducing the burden on students and adjusting the use of teaching strategies.
Published Version
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