高中能力分组教学的成效分析与优化策略——基于S高中2023届学生的三年追踪  

Effectiveness Analysis and Optimization Strategy for Ability-Based Grouping in Senior High Schools:Based on a Three-Year Study of 2023 Graduating Class in S High School

作　　者：吴跃东[1,4] 苗雨晴[2] 王心怡 WU Yuedong;MIAO Yuqing;WANG Xinyi(Faculty of Education,Shanghai Normal University,Shanghai,200234;College of Education,Shanghai Normal Univer-sity,Shanghai,200234;College of Mathematics and Physics,Shanghai Normal University,Shanghai,200234;Lab for Educational Big Data and Policymaking,Ministry of Education of the People’sRepablic of China,Shanghai,200234)

机构地区：[1]上海师范大学教育学部,上海200234 [2]上海师范大学教育学院,上海200234 [3]上海师范大学数理学院,上海200234 [4]教育部教育大数据与教育决策实验室,上海200234

出　　处：《现代基础教育研究》2024年第4期142-150,共9页Research on Modern Basic Education

摘　　要：信息化时代,个别化教学的需要引发了对能力分组的探讨。作为多数中小学采用的个别化教学组织形式,能力分组教学在分组的形式、目的、标准上都呈现出不同的发展特点。该研究以采用能力分班的S高中为例,通过三年的学业成绩追踪,探讨基于成绩的能力分组教学的有效性。结果发现,能力分组实践效果不佳,不同学科成绩呈现聚类悬殊的异质特征,并且存在学业表现发生转折的关键变点。高中分组教学应当从优化分组教学模式、满足学生个性发展需要、采取单科抽离式培养等特色化办学模式几个方面进行改进。In the information age,the need for individualized teaching has led to the discussion of ability-based grouping.As a widely adopted model for individualized teaching in most primary and secondary schools,teaching with ability-based grouping shows different development characteristics in form,purpose and criteria.Taking S High School as an example that adopted ability-based grouping,this study tracked students’academic performance over three years to examine the effectiveness of ability-based grouping according to students’test marks.The findings show that the current grouping practices are less effective,with heterogeneous characteristics in noticeable performance disparities across subjects and also critical turning points in academic achievement have emerged.Thus,high schools should optimize the grouping model in teaching,accommodate students’individual development needs,and adopt subject-based extraction training to create distinctive education models.

关 键 词：能力分组 高中教学 拔尖创新人才 个别化教学 

分 类 号：G63[文化科学—教育学]