不断深化的课程改革对学校的组织结构提出了更高的要求，“班组群”作为教学组织形式变革的重要内容由此应运而生。班组群突破了班级授课制的局限，将来自三个连续年级的不同班级学生组成一个学习共同体，学生不仅与班级内同龄伙伴共同学习，同时也根据自己的整体发展需要，与组群内其他年龄段学生共同进行跨龄、跨学科学习。
本研究主要聚焦于三个核心问题：1.在班组群这一新型的教学组织形式下，教师课堂角色呈现出怎样的特点；2.班组群的运行机制下，教师角色发生了哪些变化；3.在班组群中如何促进教师课堂角色的转变，以适应课程改革的需要。
本研究采用质性研究方法，通过访谈法、观察法、实物收集法等研究方法，对班组群中的个案教师进行系统地研究与分析。
研究发现，班组群制度下教师的课堂角色主要表现为：1.在课程方面，教师是课程创生的“领头羊”和“随流者”；2.在教学教研方面，教师是跨学科学习的“游移者”与“边缘者”；3.在班级管理方面，教师是“携手人”与“旁观者”；4.在组织架构方面，教师是矩阵管理下的“多面手”与“周旋者”。通过这四种角色的分析，笔者归纳出班组群制度下教师课堂角色具有功能性、沉积性与矛盾性的特点，并提出了相应的改进策略。

The continuous deepening of education reform puts higher demands on school education. As an essential part of the reform of teaching organization, "class group" has also emerged from this trend. Class groups have broken through the original rigid organization form with a single class as the unit. It combines students from different classes from three consecutive grades into a learning community and students study cross-disciplinary with not only peers in the class but also students of other age groups in the group according to their overall development needs.
This research mainly focuses on three core questions: 1. Under the new teaching organization form of class and group, what are the characteristics of the teachers' role; 2. What changes have taken place in the role of teacher under the operating mechanism of the group and group; 3. How to use the transformation of teachers' role in the classroom to promote teaching reform.
This research adopts qualitative research methods in the research and systematically researches and analyzes the teachers in the class and group through the research methods such as interview method, observation method, and object collection method.
The research found that the classroom role of teachers under the group system is mainly as follows: 1. In curriculum, teachers are the leaders and followers of curriculum creation; 2. In teaching and teaching research, teachers are hesitators from a single subject to interdisciplinary; 3. In class management, teachers are the assistants and bystanders of educating people; 4. In organizational structure, teachers are all-rounders under matrix management.
Through the analysis of these four roles, the author concludes that the role of teachers under the group system is functional, sedimentary and contradictory, and explores the reasons behind them and improvement strategies.