中国电化教育

分层教学是中小学校实现差异化教学的一种可行途径,有着较长的发展历史。多年的实践与研究表明,分层教学特别是班际分层教学产生的效果复杂且不确定。该研究基于扎根理论的路径探索了中学班际分层教学对学生学业发展的影响机制。研究发现,分层组织形式是分层教学产生影响的初始条件;在其作用下,课程教学与重要他人(同伴、教师和父母)通过学生的个体特征影响了其学习策略和自我认识策略的生成;在不同策略的作用下,学生的学业发展获得了各异的结果。分层教学本身并不必然为学生带来正面或负面效果,成为学生自我探索与建构的支持系统抑或是引导竞争与筛选的工具,是其产生不同效果的关键。

Ability grouping is a feasible approach for primary and secondary schools to achieve differentiated instruction, with a long history of development. However, years of practice and research have shown that the effects of ability grouping, especially between-class grouping, are complex and uncertain. This study examines the impact and mechanism of between-class ability grouping on students' academic development based on grounded theory. Research has found that ability grouping forms are the initial conditions for the impact; under its influence, curriculum and instruction, and important others(peers, teachers, and parents) influence the generation of students' learning strategies and self-awareness strategies through their individual characteristics; Under the influence of different strategies, students' academic development has achieved varying results. Ability grouping itself does not necessarily bring positive or negative effects to students. Whether it becomes a support system for students' self-exploration and construction, or a tool for guiding competition and selection, is the key to its different effects.