每个人都是一个独立的个体，无论是生理发展，还是心理发展，都具有鲜明的个性特征；而学校教育，尤其是基础教育，在学生的发展过程中承担了重要责任。所以说，对学校教育而言，不能以牺牲学生的个性化发展为成长的代价，而应立足于学生的个性化教育需求，充分挖掘学生的潜能，促进学生的全面发展。教学组织模式在整个教学活动中发挥重要作用，采用合理的教学组织模式有利于满足学生的不同学习要求，实现教学的个别化。美国不分级制教学组织模式正是为了满足学生个性化教育需求而进行的教育改革实践。　　　论文分为五章，第一章为绪论，阐释了研究问题缘起、研究意义、文献综述等内容；第二章为不分级制的发展历史，探讨了不分级制在美国的发展及导致该发展趋势的原因；第三章为不分级制的组织策略，重点从弹性分组、小组教学分别阐释了学生、教师的组织策略；第四章为不分级制的课程组织，选取了两个案例对不分级制的课程设置进行了详细地阐释；第五章为评析与总结，从不分级制的优劣势、存在价值两个方面进行了讨论。　　　不分级制教学组织模式打破了现有分级制教学组织模式中按照年龄分级的组织形式，将年龄跨度在3岁以内的学生编排在一个班级内，通过在学生组织上采用弹性分组策略、教师组织上采用小组教学策略、在课程组织上采用持续性进步单元的纵向课程观来实现该教学组织模式促进学生持续性发展的目的。　　　且不论学生个体之间的发展差异，每个学生在不同智能方面的发展也难以达到均一的水平，因此单一的分组模式难以满足学生的差异性教育需求。为了促进每个学生在不同层面的适当发展，不分级制教学组织模式采用弹性分组的策略，根据教学目标、教学内容、学生发展水平、学生兴趣爱好等客观教学条件，灵活地采用同质分组、异质分组、以老带新、兴趣小组等分组形式，在满足学生个性化教育需求的同时，促进学生的社会化发展。　　　教师是衔接教学资源与学生之间的重要桥梁，对教学质量的高低有直接的影响。每个教师都有自成一家的教学风格，但因个人的精力和时间有限以及教师多重身份的要求，单名教师不能很好地胜任不分级制教学组织模式中的教学任务，因此该教学组织模式采用小组教学的方式，通过2-3名教师组成教学小组团队，在分担教学压力、教学任务的同时，发挥教师个体的优势，提高教学质量。　　　由于分级制是现阶段教学组织模式的主流，因此本文选择以是否依托分级制课程设置为视角，阐释了不分级制的课程设置情况。但无论是否依托分级制的现有课程基础，不分级制在课程设置上都以满足学生个性化教育需求为首要目标，通过课程延续、新设课程等具体安排，实现学年间教学内容的衔接与拓展。　　　不分级制教学组织模式切实体现了以生为本的教育理念，也在实践中得到完善与发展。但是不分级制教学组织模式的存在价值，并不在于要取代分级制成为主流的教学组织模式，而是作为一个“改革者”与“局外人”，促使分级制的实践者们能够认识到分级制所存在的弊端，并能借鉴其他教学组织模式中的合理成分，从而完善分级制教学组织模式。

Everyone is an independent individual with the distinct individuality characteristic both in the area of physical development and psychological development. While school education especially basic education play an important role in the process of students’ development. It means that students’ growth should not be take the cost of his individuation development, therefore education should be based on the student's personalized demand and excavated their potential to promote the all-round development of students. Being an important part of the whole teaching activity, the reasonable teaching organizational mode can make for the students' different learning requirements in order to make individualized teaching into realize. The nongraded education in America is an education reform to meet the different demands of students’ personalized education.　　　The nongraded education play down the organizational form in the graded education which is determined student’s grade according to his age. In nongraded education, students whose age span is within 3 years old can be arranged in a class and to make students’ continue progress by using the flexible grouping, team teaching and longitudinal curriculum.　　　Regardless of the difference among individuals, each student’s different intelligence cannot be at a homogeneous level, so a single grouping mode is beyond the reach of this request. In order to promote the proper development of each students, the nongraded education adopt flexible grouping which are based on the objective teaching conditions, such as teaching targets, teaching contents, student’s development level, student’s interests and hobbies and so on, to ensure the grouping forms.　　　Teachers who are the bridge between teaching resources and student has a direct influence on the quality of education. Although every teacher has an unique teaching style, due to the limited time and energy and the requirements of teachers' multiple identities, a single teacher cannot be qualified of the teaching tasks in the nongraded education. So this mode choose a teacher team which is comprised of two to three teachers to finish the teaching activities.　　　In consideration of the phenomenon that graded education is the mainstream of the teaching organizational mode, this article is from the perspective which is based on the curriculum in graded education or not to explain the curriculum in the nongraded education. But whether depending on the graded education or not, the curriculum in the nongraded education put meeting students' individualized education demand into first place, and through the ways of longitudinal course, setting a new course and so on to realize the cohesion and expand of teaching content between academic years.The nongraded education is a practice of the student-centered educational concept which has development in practice. But the existence value of the nongraded education is not replacing the graded education to be the main teaching organizational mode, but to be a “reformer” and “outlier”, to make the practitioners of the graded education realizing the weakness of the graded system, and then drawing lessons from other teaching organizational mode to improve the graded education.