随着我国社会不断向前发展，人们意识到体育对健全人格的建构有着其不可替代的重要地位。2007年我国教育部门颁布政策，将体育纳入到中考升学考试科目，在长沙市排球作为体育中考球类选项之一，因其入门简单，活动场地限制小，在体育中考时易于考取高分等特点，每年都有一大批学生将排球选为体育中考项目，因此排球选项课是重点教学内容。特别是到了初三年级，学校盯着体育课堂要质量，家长盯着体育课堂要成绩，学生盯着体育课堂要进步，可现实的问题是，经过初一、初二两年的学习，学生进入到初三年级在体育方面会出现严重的分层现象，一堂课内至少有三个不同层次的学生对所学的内容有各自的要求，针对这个现实问题，本研究认为动态分层教学模式能对症下药，有效的解决实际教学中遇到的难题，接受未成年的初中学生在身体上的个体差异，因材施教，将学生实行异质分层，流动学习，让学生们在各自的“最近发展区”内健康成长，最大限度满足学生学习的需求，做到优等生有所拓展、中等生有所提高、学困生有所进步。 本研究的实验对象是长沙市麓山国际实验学校2018届初三排球选项课的学生50名，使用教学实验、文献资料、访谈、问卷调查、数理统计等研究方法，研究动态分层教学法对初三排球选项课的教学效果以及对中学生身心变化的影响。 通过实验前后数据的对比，在排球的垫球技术、传球技术和发球技术等运动技能的掌握方面，实验班与对照班差异性显著；在学习的主动性和自信心方面，实验班学生的各项指标都比对照班要理想；身体素质方面，实验班提升的幅度也大于对照班。实验中发现合理应用多媒体技术可以大幅度减轻老师课堂的工作量，有助于分层教学法实施效果的提升 实验结果表面明：在发掘学生体育潜能，增强学生自信心，提升学生自我认同感，强化排球基本技术动作和培养学生对排球运动的兴趣等方面，动态分层教学法比传统教学方法更能得到预期的效果。

With the continuous development of our society, people realize that sports play an irreplaceable role in the construction of sound personality. China's Education Department promulgated policies in 2007, incorporating Physical Education into Entrance Examination Subjects, and volleyball has become one of the choices in the middle school entrance examination in Changsha. Since it's easy to get started and get high marks, and there are less restrictions on activity venues, every year, a large number of students choose volleyball as a sport entrance examination item.Therefore, volleyball optional course is the key content of teaching. Especially during the third year of junior high school, school leaders emphasize the quality of physical education classes, parents expect outstanding student performance, and students long to achieve considerable progress. The real problem is that, after two years of study, there will be serious stratification in physical education when students enter the third grade of junior middle school. There are at least three different levels of students in a class who have to take what they need. In view of this problem, this study proposes a dynamic hierarchical teaching model: acknowledging the individual differences of students, teaching students in accordance with their aptitude, implementing heterogeneous stratification among students, to enable students to grow up healthily in their own "recent development zone" and meet students' learning needs to the greatest extent, so as to expand the excellent students, improve the secondary students, and make progress for the students with learning difficulties. In this study, 50 volleyball students in the third junior year of 2018 from Lushan International Experimental School of Changsha were selected as subjects. literature data method, questionnaire, interview and teaching experiment were adopted to study the effect of dynamic hierarchical teaching method and its impact on the physical and mental changes of middle school students in depth. By comparing the data before and after the experiment, there are significant differences between the experimental class and the control class in mastering the skills of volleyball, such as cushioning, passing and serving. In terms of learning initiative and self-confidence, the students in the experimental class are better than those in the control class. In terms of physical fitness, the experimental class is also better than the control class. It is found in the experiment that the reasonable application of multimedia technology can greatly reduce the workload of teachers in class and help to improve the implementation effect of stratified teaching method. The results of the experiment are clear: in the aspects of exploring students' sports potential, enhancing students' self-confidence, enhancing students' self-identity, strengthening basic volleyball technical movements and cultivating students' interest in volleyball, dynamic stratified teaching method is more effective than traditional teaching methods. Expected effect.