教师年级任课办法在学校中普遍存在，但教育体制内并没有相关做法的规章和制度，所以关于它的专门性学术研究并不多见。本研究旨在调查当前小学中教师年级任课办法存在的种类，各种教师年级任课办法的采用率和受欢迎度，校长和教师们对各种教师年级任课办法的评价如何，试着探究学校领导层在安排教师年级任课时都在考虑哪些因素。本研究主要使用了深度访谈和问卷调查两种研究方法。研究过程中，采用了半结构式访谈提纲分别对东部、中部、西部不同省、市地区的城市和农村小学的十三位校长和个别教师做了深入调查。此外，对四川南充市、甘肃会宁市和天津地区的校长和教师发放了87份问卷，以丰富研究资料，并提高所搜集信息的信效度。通过研究发现：当下在小学中实行的教师年级任课办法较为成熟，已形成一种惯例，主要办法包括大循环教学、小循环教学、年段过关小循环教学、普通踏步和坐镇毕业班；不同的教师年级任课办法的采用率和受欢迎程度各不相同，其中小循环教学采用率最高、受欢迎度也最高，但大循环教学是最为理想的做法；从教师发展、学生发展和学校整体的角度出发，各位访谈对象对各种教师年级任课办法的评价也各不相同；在决定采用某种教师年级任课办法时，有些学校的做法比较随意，有些学校的做法比较成熟、有章可循，它们所走的程序基本相同。然而，却都会大致考虑四个方面的因素——教师、学生、学校和社会；不同的教师年级任课办法对教师的专业化发展的影响是不同的，相对而言，三种跟班教学的做法更有利于教师的成长，而两种学年更新教学的做法则不利于教师的成长；教师年级任课办法，其雏形古已有之，即使是在分段教学较为细化的近代学校中，它也未能引起足够的重视和关注。由于教师年级任课办法是关于教学现象中对教师的组织形式的安排，因此，本文试图将其归属到教学组织形式的学科位置中。

The arrangement about which grade should teachers to teach is widespread, but there are not words or regulations about it. Also, there is not much research on it, because it’s just a routine in schools. This research is aimed at investigating the types of the arrangement in primary schools, and the adoption rate and popularity of each kind of arrangement. Also, the evaluation about each arrangement and the considerations about how to arrange teachers will be collected.Depth interview and questionnaire investigation are two main research methods of this research. A semi-structured interview outline was used to investigate thirteen interviewees in urban and rural primary schools which from the eastern, central and western of China. At the same time, questionnaires were distributed to primary school principals and teachers of Nanchong City of Sichuan, Huining city of Gansu and Tianjin city to corroborate the information collected by interviews. It has found that:At present, the routine is relatively mature, includes long cycle teaching, short cycle teaching, stepping short cycle teaching, ordinary stepping teaching and graduate grade stepping teaching. Each kind of arrangement has different adoption rate and popularity. The short cycle teaching has the highest adoption rate, and it’s the most popular. However, the long cycle teaching is the most ideal one.From the angle of the development of teachers, students and schools, the evaluation about each arrangement is different too. The procedure of deciding which arrangement should be used is almost mature in some schools. The main considerations of how to arranging teachers to teach are teachers, students, the whole school and society.The sync teaching is more like to promote teachers’ professional development. At the same time, the stepping teaching is less like to promote teachers’ professional development.Here, we try to place the arrangement of teacher to the academic position of teaching organization.