Homework for most students can be beneficial. However, under some conditions, compelling reasons can be mustered to do away with most homework assigned to students. It is difficult to quantify the true amount of improvement to learning and education that is derived from massive amounts of homework.

    The reality is that too much homework works against learning because the amount of effort expended trying to complete the assignments can lead to mental fatigue. If too many hours are consumed, it will bring physical fatigue as well.

    On top of this, if the student failed to understand the material in the classroom, it will only lead to frustration and incomplete work being turned in for grading. Not all students have the luxury of having parents or older siblings who can serve as tutors. By the same token, many parents cannot afford to pay someone else to help with the homework.

    Even if the material is mastered by the time tests and quizzes are given, the low homework scores create a no-win situation if grades are an issue for the student. Often, low homework scores account for half of a students points in grade school and high school. Ironically, this is done to help offset test anxiety or the possibility of poorly constructed test and quiz questions. Instead of being the answer, too many times, homework adds to the problem.

    Because students beyond fourth grade have multiple teachers in many school systems, homework can multiply. Teachers rarely confer with one another about the quantity of homework being given to students. As a school day progresses, students find themselves being slowly buried class by class in a mountain of homework. From middle school through high school, it can be typical for students to end the day with 3 to 5 hours of homework daily.

    Parents tend to be unsympathetic to their own children's needs when family or parental needs are competing for the child's time. Homework may very well be shoved to the end of the priority list when company needs to be entertained or an outing is planned. In fact, it is difficult to argue with this when homework gives the appearance of punishment rather than education.

    Even teachers sometimes resent the expectation of homework. In reality, when a teacher assigns homework for the students tonight, the teacher knows that homework is coming tomorrow night for themselves. The same assignment that carves into the student's freedom also takes the same from the teacher. The same fatigue that makes the students become inefficient takes a toll on the teacher, too.

    There may be some good reasons to assign limited homework for special projects or to reinforce a difficult topic. However, it would be a good plan for schools to better coordinate the amount of homework being sent home with students nightly. Instead of spending time making sure that assignments are conveyed to parents, it would be better to make sure that the amount of homework is reasonable.

    留家庭作業(yè)，對(duì)大多數(shù)學(xué)生來說是有益的。當(dāng)然在一些條件下，強(qiáng)制廢除大量留給學(xué)生的家庭作業(yè)可以實(shí)施。對(duì)于學(xué)習(xí)和教育，大量的家庭作業(yè)很難量化真正進(jìn)步的程度。

    事實(shí)證明，過多的家庭作業(yè)違反了學(xué)習(xí)本身，因?yàn)閷W(xué)生把大量的努力都用在了完成作業(yè)上，導(dǎo)致了精神疲勞，浪費(fèi)了很多的時(shí)間，也帶來了身體的疲勞。

    另外，如果學(xué)生在教室里不能理解課本知識(shí)，會(huì)有挫敗感并且沒有達(dá)標(biāo)后就會(huì)被降級(jí)。不是所有的學(xué)生都有好的父母或年長(zhǎng)的兄弟姐妹來輔導(dǎo)他們，出于同樣原因，對(duì)于家庭作業(yè)，很多的父母不能提供幫助給他們的孩子。

    即使，通過限時(shí)測(cè)試或測(cè)驗(yàn)來證明學(xué)生對(duì)課本知識(shí)是否精通，在小學(xué)和中學(xué)，如果各科成績(jī)被公布，低的家庭作業(yè)得分的學(xué)生是無法在競(jìng)爭(zhēng)中取勝的，因?yàn)榧彝プ鳂I(yè)分?jǐn)?shù)占了總分?jǐn)?shù)的一半。很諷刺，這本來是緩解學(xué)生考試壓力的或是調(diào)解出現(xiàn)貧乏考試或測(cè)試可能性，取代了原有的問題，太多的時(shí)間，家庭作業(yè)，增加了新的問題。

    因?yàn)楹芏鄬W(xué)校，四年級(jí)以上的學(xué)生有好幾個(gè)老師，家庭作業(yè)也就成倍的增加。老師很少相互問詢各自留給學(xué)生的家庭作業(yè)的多少，作為學(xué)校的發(fā)展，學(xué)生們發(fā)現(xiàn)他們?cè)谝还?jié)課接一節(jié)課的時(shí)間里漸漸地被埋在家庭作業(yè)的大山中，從初中到高中，花上三到五個(gè)小時(shí)來做日常的家庭作業(yè)是學(xué)生們結(jié)束一天的代表性的形式。

    當(dāng)家庭或父母需要爭(zhēng)取孩子的時(shí)間時(shí)，父母往往不去同情孩子們的需要。當(dāng)公司需要納入新人時(shí)或計(jì)劃涉外時(shí)，家庭作業(yè)成績(jī)優(yōu)秀的學(xué)生，將在最終的優(yōu)先權(quán)清單中被推薦。

    老師們有時(shí)也會(huì)討厭留家庭作業(yè)，事實(shí)上，今晚老師留家庭作業(yè)給學(xué)生，對(duì)他們來說，明天晚上這些家庭作業(yè)就會(huì)交到他們手里。同樣的任務(wù)帶走了學(xué)生的自由，也帶走了老師的自由，同樣的疲勞使學(xué)生的學(xué)習(xí)變得效率低下，老師也同樣。

    對(duì)特殊的科目或比較困難的科目來說，留些有限的作業(yè)可能是有好處的。當(dāng)然，學(xué)校要有好的計(jì)劃去更好的調(diào)整每晚留給學(xué)生的家庭作業(yè)的數(shù)量，不再浪費(fèi)時(shí)間，確保留的家庭作業(yè)能夠傳達(dá)到學(xué)生的父母那里，這樣可以更好的保證家庭作業(yè)數(shù)量的合理性。