A Tiered Homework Model Designing with Learning Style Under Double Reduction

Under the background of the Double Reduction policy in K12 education, how to improve the actual effect of homework training in teaching activities without increasing the total amount and duration has become an urgent problem to be solved. To address this issue, a tiered homework model considering learning style and learning emotion is proposed in this paper. The paper first constructs a student portrait system from the two dimensions of learning style and learning ability. According to the established portrait model, student groups are divided, and tiered homework content is designed. Then, the actual effect of the homework mentioned in the paper is tested by using the microexpression experimental platform. Taking the middle school Information Technology course as an example, with the support of data from 181 students (7th grade) in the middle school attached to our university, we have found that this model can improve students’ homework completion rate. Furthermore, the results also indicate that nonintellectual factors such as learning style and learning emotion have a partial impact on students’ learning outcomes. Finally, the proposed model can help teachers grasp the classroom learning situation and realize students’ personality development.