本研究选取个案研究“取消重点班”后的“实验班”现象，通过分析重点班现象的历史和生成机制分析“实验班”的实质，并站在我国班级组织制度变革的视角上，将现有的走班制改革成果及日本班级组织平行班现状与我国现实问题相联系，探索班级组织制度可能的发展之路。 重点班现象自建国以来跟随重点学校制度几度起落，在世纪之交基础教育均衡发展的新形势下，曾广泛存在的重点班在政策上连同重点学校制度一起遭到禁止。然而现实中，仍有学校借助各种名目保留着重点班模式的班级组织形式，这是学校面临的组织环境和生存压力决定的，也是学校做出的符合其合法性机制和效率机制要求的制度选择。笔者选取一所存在“实验班”现象的公立中学作为个案对这一情况进行调查发现，“实验班”实际上是重点班模式的一种现实存续，其与历史上的重点班模式有着共通之处。“实验班”的运作中并没有我们所想象的教学实验，其课堂实际上是一种以教师为中心的，有秩序的课堂。由于组织外部环境中合法性因素的变化，这种存续目前正逐渐走向终结。学校在内外压力下面临着两个可选的选项：继续分班和实行平行班。为了追寻这两个选项可能导致的结果，笔者分析了“走班制”改革和日本公立学校平行班结构的情况。结果发现，走班制改革既有其成功经验，也因其对学校组织本身提出的要求而受到局限。而日本公立学校不存在重点班问题的平行班结构之所以存在，是以学习塾等校外教育服务机构为其分压为前提条件的，同时还以承受学习塾等组织的挑战为代价。在这些分析的基础上，不仅个案中学的班级结构发展未来可以预见，而且笔者还以此推论得到全篇结论：在可预见的将来，重点班模式、平行班模式和走班制模式有可能在符合条件的地区先后得到因地制宜的发展，我国班级结构变革发展的未来将呈现多元化发展的局面。

This case study analyzed the organism of Experimental Class upon class tracking being prohibited by law. A historical rationale for the emergence and development of Experimental Class was grounded on literature analyses. And then the achievement of Cross Class reform in China was discussed by comparing with the current status of Paralleled Class in Japan. Through historical and comparative perspectives, this study aimed at exploring a possible trajectory for the institutional development of class as a kind of social organization in China. Class tracking had a similar developmental curve as school tracking upon the creation of People’s Republic of China. Under the influence of the educational development advocating educational equity in the late 20th century and early 21st century, both class tracking and school tracking were prohibited by law in China. However, there are some tracked class organizations existing under different titles in schools. It appears that they are schools’ balanced choices in the face of the dilemma of legitimacy and efficiency. One urban public middle school – S- that sets up experimental classes was selected in this study. The result pointed out that Experimental Class is the continuity of higher tracked class in nature. It has several features in common with the higher tracked classes before class tracking was banned by law. There are no educational experiments as we imagined going on in these experimental classes, which are characterized with well-disciplined and teacher centered classrooms. However, this continuity tendency is walking toward the ending due to the strong external influences and pressures.S Middle School will either choose to keep tracking students into different levels of classes or changing them into paralleled classes at same levels. To compare the cons and pros between tracked classes and paralleled classes, a Chinese reformative form of class – Cross Class – was analyzed by associating with the Japanese paralleled class structure. As it turned out, Cross Class has made some achievements, but its development is compromised due to its demanding resources to schools. On the other hand, the thriving status of Japanese paralleled class structures needs to consider the auxiliary but competitive influences of after-school study centers where some educational forms are functional.The historical and comparative studies have unveiled the potential development of class structure for the S Middle School. In general, the future of class structure in China will be thrived in a diverse way meaning that Experimental Class model, Paralleled Class model and Cross Class model will be in need of long-term experiments under different circumstances.