差异化教学是实现个性化教育的重要途径，差异化教学组织形式是差异化教学设计的主要呈现方式。差异化教学组织形式是多样的，虽然当前学科分层教学占据主流，但以学科整体成绩作为主要依据划分学生的层次，在教学实践中可能存在一定的风险。学科知识类型是差异化教学组织形式设计值得探索的一个合理依据，因此从学科知识类型视角出发的差异化教学组织形式设计值得研究。在当前研究中，需要依据学科知识类型设计差异化教学组织形式的探索，学科差异化教学组织形式的设计与实践也亟需理论支撑。所以，有必要从学科知识类型视角出发，进行差异化组织形式的理论模型构建研究。

本研究聚焦“如何依据学科知识类型设计差异化教学组织形式？”的核心问题，主要采用理论建构法、访谈法和专家咨询法进行以下四项研究：

研究一，基于学科学习差异的知识类型分析，目的在于为各学科知识类型的分析提供支撑，进而为依据学科知识类型的差异化教学组织形式的理论模型建构提供支撑。首先，从学生学科学习角度出发，发现学习基础和多元智能差异是影响学科学习的主要差异。其次，结合行动者网络理论的推演与24位学科教师访谈的编码分析，明确了学科知识学习中衔接、并列和互动的三种基本关系。基于此，构建了进阶、并列和互动三种学科知识类型的概念模型，并进一步构建出多种知识类型先后出现、以及多种知识类型嵌套出现的学科知识类型的概念模型。

研究二，差异化教学组织形式的理论分析，目的在于为差异化教学组织形式设计的理论模型建构，以及学科实践方案的设计提供支撑。首先，明确了差异化教学组织形式有教学人员、教学内容、教学时间和教学空间四个构成要素，而差异化教学组织形式突出表现在对学生、空间的组织和安排。进而，通过分析不同空间条件下对学生的差异化教学组织和安排，明确了校际、校内、班际和班内多样的差异化教学组织形式。最后，通过分析差异化教学组织形式各项要素之间的对应关系，系统地构建了包括校内、班际和班内多个层次的差异化教学组织形式设计的理论框架。

研究三，依据学科知识类型设计差异化教学组织形式的理论模型建构，目的在于为学科差异化教学组织形式方案的设计提供理论支撑。基于研究一和研究二的成果，进一步在研究三中探索理论模型的建构。首先，分析了学科差异化教学组织形式设计的三个基本理念。其次，从学科知识类型出发明确了相应教学内容的差异化教学处理，即进阶、并列、互动的知识分别对应内容分层、分类和分层加互动知识学习的差异化教学处理。最后，通过分析学科、学期和单元层次的差异化教学组织形式设计，系统地构建出依据学科知识类型设计差异化教学组织形式的理论模型。

研究四，典型学科差异化教学组织形式方案的设计及对理论模型的验证，目的在于验证理论建构和学科差异化教学组织形式设计方案的合理性。首先，基于研究三建构的理论模型，选择数学、英语和物理三个典型学科设计差异化教学组织形式的实践方案。然后，通过对相应学科10位专家的两轮咨询，验证了学科方案设计过程和最终方案的科学性和合理性，并根据专家的反馈意见进一步优化了学科设计方案和理论模型。最终，达成了本研究核心问题解决和理论建构的双重目的。

通过上述研究，本研究首次提出了依据学科知识类型设计差异化教学组织形式的理论模型，并提供了多个典型学科差异化教学组织形式的设计方案，在理论和实践方面取得了一定的创新：

（1）在理论创新方面。首先，本研究从学科学习的差异出发分析学科知识类型，给学科教学中的知识分析提供了新的视角。其次，本研究聚焦差异化教学组织形式的理论分析和设计，构建了依据学科知识类型设计差异化教学组织形式的理论模型，丰富了学科差异化教学组织形式设计的理论。

（2）在实践创新方面。首先，本研究形成了包括校内、班际和班内的学科差异化教学组织形式设计的理论框架，为学校实践中差异化教学组织形式的选择提供参考。其次，本研究提供了数学、英语和物理三个学科差异化教学组织形式的设计方案，能够为学科差异化教学组织形式的实践提供借鉴。

Differentiated instruction is a vital pathway to achieving personalized education, and the organizational forms of differentiated instruction are the primary means through which differentiated instruction is implemented. While differentiated instruction is diverse, the current mainstream is subject-tiered teaching based primarily on overall subject performance, which may have potential risks in teaching practice. Subject knowledge type is a reasonable basis for the design of differentiated instructional organization form, so it is worthwhile to study the design of differentiated instructional organizational forms from the perspective of types of subject knowledge. Currently, there is a scarcity of research that designs differentiated instructional forms based on types of subject knowledge, and the design and practice of differentiated instructional organization forms urgently need theoretical backing. Therefore, it is necessary to explore the construction of theoretical model of differentiated instructional organization forms.

This study focuses on the central question: "How to design differentiated instructional organizational forms based on the subject knowledge types?" The research primarily employs Theory-Building, Interviews, and Expert Consultation methods to carry out the following four studies:

Study 1: Analysis of Knowledge Types Based on Disciplinary Learning Differences, to support the analysis of various types of subject knowledge, thereby providing a foundation for the theoretical construction of differentiated instructional organizational forms based on types of subject knowledge. Firstly, from the perspective of students' subject learning, it identifies that variations in learning fundamentals and multiple intelligence structures are the main differences affecting subject learning. Secondly, through theoretical deduction based on ANT theory and in-depth interviews with 24 teachers of various disciplines, constructs the conceptual models for three types of subject knowledge—sequential, parallel, and interactive—based on the relationships of progression, juxtaposition, and interaction in subject knowledge learning. Furthermore, it constructs the conceptual models for multiple types of knowledge appearing sequentially and nesting types of knowledge in subject teaching.

Study 2: Theoretical Analysis of Differentiated Instructional Organization Forms, to support differentiated instructional organizational forms' theoretical construction and subject-specific design. Firstly, it clarifies that the components of differentiated instructional organization forms consist of instructional personnel, instructional content, instructional time, and instructional space, focusing on the organization and arrangement of students and space. Subsequently, by analyzing differentiated instructional organization and arrangement for students under different spatial conditions, it identifies multiple forms of differentiated instructional organization across different schools, within class, between classes, and within school. Finally, starting from the subject teaching, it analyses the corresponding relationships among various elements of differentiated instruction. It constructs the theoretical framework for the design of subject-specific differentiated instructional organizational forms.

Study 3: A Theoretical Model for Designing Differentiated Instructional Organization Forms Based on Subject Knowledge Types, to provide theoretical support for the design of subject-specific differentiated instructional organizational forms. Based on the discovery of subject knowledge types and differentiated teaching organization forms in Study 1 and Study 2, the theoretical construction is further explored in Study 3. Firstly, it outlines the basic philosophy behind the design of differentiated instructional organizational forms for subject teaching. Secondly, based on the subject knowledge types, we analyze the differentiated teaching treatment of teaching content, and clarifies the content stratification, classification and differentiated teaching treatment of hierarchical and interactive knowledge learning corresponding to advanced, parallel and interactive knowledge. Lastly, by examining differentiated instructional organizational forms of subject, semester and unit levels, it systematically constructs a theoretical model for designing differentiated instructional organizational forms based on the subject knowledge types.

Study 4: The Design of Typical Subjects Differentiated Instructional Organization Form Scheme and Its Validation of the Theoretical Model, to validate the rationality of the theoretical construction and the design schemes for subject-specific differentiated instructional organizational forms. Firstly, based on the theoretical model from Study 3, design schemes for differentiated instructional organizational forms are developed for three subjects: Mathematics, English, and Physics. Then, through two rounds of consultation with 10 experts, the scientific nature and rationality of the design process and the final scheme are verified, and the design scheme and theoretical model of each discipline are further optimized according to the feedback of experts. Ultimately, the research achieves its dual goals of solving the core problem and advancing the theoretical construction.

Through the aforementioned studies, this study proposed for the first time a theoretical model for designing differentiated teaching organization forms based on subject knowledge types, and provided several design schemes for differentiated teaching organization forms of typical subjects, which has achieved specific innovations both theoretically and practically:

(1) In terms of theoretical innovation. Firstly, this study analyzes the types of subject knowledge from the perspective of subject learning differences, providing a new perspective for knowledge analysis in subject teaching. Secondly, this study focuses on the theoretical analysis and design of differentiated teaching organization forms, constructs a theoretical model for designing differentiated teaching organization forms based on subject knowledge types, which enriches the theory of differentiated instructional organization forms design for subjects.

(2) In terms of practical innovation: Firstly, the study develops a theoretical framework for differentiated instructional organizational forms, including those within class, between classes, and within school, serving as a reference for schools in choosing the forms of differentiated instruction for practical implementation. Secondly, this study provides design schemes for the differentiated instruction organizational forms in three subjects, including Mathematics, English, and Physics, which can inform the practice of differentiated instruction in these subjects.