教育改革常与社会发展相呼应，响应于社会发展需求的变化。现代以来，社会发展的人才需求进一步改变，呼唤个性化人才。因此，教育改革进一步深化，强调面向全体学生，注重学生差异和个性化发展的教学受到现代教育的重视。分学科分层教学是面向全体学生的一种有效方法。然而，结合对北京市某实行“走班制”的中学的教师进行访谈的情况，发现班级内中学物理分层教学的有效落实存在“学生分层标准单一、缺少科学性，难以针对学生差异确定不同目标”等困难。

本研究聚焦班级授课制下的中学物理分层教学，针对分层教学已有的经验和不足，围绕三个具体问题展开了理论和实证研究：一是学生差异和分层标准方面。具体包括：中学物理分层教学关注哪些差异，即学生差异要素与教学影响；如何识别学生的差异？即学生差异的测查。基于学生差异要素的学生分层标准如何？如何具体实施等。二是基于学生差异的多层次课堂教学策略方面。具体包括：以物理学科核心素养的提升为纲，如何基于学生差异分析结果和分层结果，设置多层次教学目标、教学活动等？不同的学生差异适配的教学策略和教学支撑条件如何？三是基于学生差异的教学策略的效果评价方面。具体包括：如何评定学生在分层教学中的能力发展？使用哪些工具，是否有效可行？评价结果如何？

为回答上述问题，本研究采用混合研究方法。首先运用文献资料法整理本课题的理论依据和研究现状，对学生差异、学生分层和多层次课堂教学策略等分层教学的相关文献进行了综述，确定了建构主义学习理论、项目反应理论等作为研究的理论基础。然后基于研究背景和已有研究结果，在理论基础的指导下，采用演绎归纳和德尔菲专家咨询的方法，构建了基于学生差异的中学物理分层教学策略决策模型。先初步确立了“学生差异分析——学生分层分类——目标分层——课堂分层施教——分层评价”的单元周期性分层教学实施程序，实施程序的每个阶段包含多种基于学生差异的分层教学策略，然后组建专家咨询组，征询专家意见，结合专家评议对决策模型进行了调整和完善，并确定理论结果。最后，运用教育实验研究法，分别以“抛体运动”和“万有引力与宇宙航行”为主题进行了两次教学实验。利用Rasch模型、SPSS软件等进行量化数据分析，结合学生访谈结果和实验经验，总结教学策略决策模型的可行性和有效性。通过基于Rasch模型开发的学生测评工具得到学生的物体学科能力的提升情况，通过spss软件对两次实验中对照班和实验班的学生能力值进行差异性检验，结合教学前后测的能力值比较，结果显示两次教学实验均有：实验前，对照班和实验班无显著差异，而实验后，实验班的学生能力表现显著优于对照班。基于学生差异的中学物理分层教学策略对提升学生的学科能力是有效的。学生访谈发现，学生对这种分层教学的接受度均较高，教学实验中的分层课堂能满足不同层次、不同类型的学生的学习需求，起到了切实提高学生学习兴趣的效果。

本研究的结果包括：（1）基于学生差异的中学物理分层教学策略决策模型具有结构性，由单元周期性分层教学实施程序、其中每个阶段包含的分层教学策略以及策略细则组成。（2）结合专家征询结果和教学实验效果分析，可证构建的教学策略决策模型具备一定的可行性和有效性。（3）部分教学策略的有效应用对教师的专业能力或专家团队素养有较高的需求。除此之外，本研究还从进一步实践检验、基于学生差异的中学物理分层教学所需求的教师能力、学生分层程度、教育技术支持等方面提出了研究讨论与展望。

Education reform often echoes social development and responds to changes in social development needs. Since modern times, the demand for talent in social development has further changed, calling for personalized talents. Therefore, education reform has been further deepened, emphasizing teaching that is oriented towards all students, emphasizes student differences, and personalized development, which is influenced by modern education Value. Disciplinary and hierarchical teaching is an effective method for all students. However, based on interviews with teachers from a middle school in Beijing that implemented a "class based" system, it was found that the effective implementation of physics stratified teaching in middle schools within the class faces difficulties such as "single student stratification standards, lack of scientificity, and difficulty in determining different goals based on student differences".

This study focuses on the hierarchical teaching of middle school physics under the class teaching system. In response to the existing experience and shortcomings of hierarchical teaching, theoretical and empirical research was conducted around three specific issues: firstly, in terms of student differences and hierarchical standards. Specifically, it includes: what differences should be paid attention to in the hierarchical teaching of middle school physics, namely the factors of student differences and the teaching impact; How to identify students' differences? That is, the measurement of student differences. What are the criteria for student stratification based on student differences? How to implement it specifically, etc. The second aspect is the multi-level classroom teaching strategy based on student differences. Specifically, with the improvement of core competencies in the physics discipline as the key, how to set multi-level teaching objectives and activities based on the results of student difference analysis and hierarchical results? What are the teaching strategies and teaching support conditions for different students' differential adaptation? The third aspect is the effectiveness evaluation of teaching strategies based on student differences. Specifically, how to assess students' ability development in hierarchical teaching? What tools are effective and feasible to use? What is the evaluation result?

To answer the above questions, this study adopts a mixed research method. Firstly, the theoretical basis and research status of this topic are sorted out by using the literature review method, and the literature related to hierarchical teaching, such as student differences, student stratification and multi-level classroom teaching strategies, is reviewed. Constructivist learning theory and item response theory are determined as the theoretical basis of the research. Then, based on the research background and existing research results, guided by theoretical foundations, a decision-making model for middle school physics hierarchical teaching strategy based on student differences was constructed using deductive induction and Delphi expert consultation methods. Firstly, a unit periodic hierarchical teaching implementation program was preliminarily established, which includes "student difference analysis - student hierarchical classification - goal stratification - classroom hierarchical teaching - hierarchical evaluation". Each stage of the implementation program includes various hierarchical teaching strategies based on student differences. Then, an expert consultation group was formed to solicit expert opinions, adjust and improve the decision-making model based on expert evaluation, and determine the theoretical results. Finally, using educational experimental research methods, two teaching experiments were conducted with the themes of "projectile motion" and "gravity and space navigation". Using Rasch model, SPSS software, etc. for quantitative data analysis, combined with student interview results and experimental experience, summarize the feasibility and effectiveness of the teaching strategy decision-making model. By using a student evaluation tool developed based on the Rasch model, the improvement of students' object subject abilities was obtained. The differences in the ability values of the control and experimental classes in the two experiments were tested using SPSS software. Combined with the comparison of the ability values measured before and after teaching, the results showed that there was no significant difference between the control and experimental classes in both teaching experiments. However, after the experiment, the ability performance of the experimental class was significantly better than that of the control class. The hierarchical teaching strategy of middle school physics based on student differences is effective in improving students' subject abilities. Student interviews found that students have a high acceptance of this hierarchical teaching approach, and the hierarchical classroom in teaching experiments can meet the learning needs of students of different levels and types, effectively enhancing students' interest in learning.

The results of this study include: (1) A hierarchical teaching strategy decision-making model for high school physics based on student differences has a structural structure, consisting of a periodic hierarchical teaching implementation program, hierarchical teaching strategies included in each stage, and strategy details. (2) Based on the results of expert consultation and the analysis of teaching experimental results, it can be confirmed that the constructed teaching strategy decision-making model has certain feasibility and effectiveness. (3) The effective application of some teaching strategies has a high demand for teachers' professional ability or expert team literacy. In addition, this study also proposes research discussions and prospects from further practical testing, teacher abilities required for hierarchical teaching of middle school physics based on student differences, degree of student stratification, and educational technology support.