【摘要】 中小学分层教学的效果一直饱受争议，其中班际分层对学生自我认知的不良影响受到广泛关注。以往研究发现，分层教学可能降低学生的自我认识与体验，但对其中学生自我认知变化的整体过程及其影响因素，以及背后有关学生成长发展的意义缺乏深入探究。通过对正在或曾在中学阶段经历分层教学的学生进行深度访谈，描绘了分层教学下中学生自我认知的发展历程，探索其中的结构性根源。分层教学下学生的自我认知发展呈现多种样态，有的获得了积极的发展，而有的却陷入了自我的迷失。其中的负面效果与分层教学自身特点和真实情境下不良的实施策略均有关联。其中，层次划分不当，教师自主支持的缺乏以及学生个体社会比较策略的应用不当等不良策略导致分层教学偏离了促进学生个性化发展的初衷。分层教学对促进学生认识自我唤醒自我具有潜在优势。研究建议在分层教学中赋以学生自主选择课程层次的权利，提供充分的教师自主支持，引导学生建立适切的自我评价，以促进学生发展积极恰当的自我认知。更多还原

【Abstract】 The effect of ability grouping in primary and secondary schools has always been controversial, and the negative impact of between-class ability grouping on students’ self-cognition has been widely concerned. Studies have found that ability grouping may negatively impact students’ self-cognition, but few studies have explored the overall development process of students’ self-cognition and its influencing factors, as well as its significance for students’ growth and development. Through in-depth interviews with students who are or have experienced between-class ability grouping in middle school, this paper describes the development process of students’ self-cognition under between-class ability grouping and explores its structural roots. The development of students’ selfconceptunder between-class ability grouping takes on various forms, some students have achieved positive development, while others have fallen into self-loss. The negative development effect is related to the characteristics of between-class ability grouping and the inappropriate implementation strategies in real situations. Among them, improper grouping strategies, the lack of teachers’ independent support and the unsuitable application of social comparison strategies of students distort ability grouping from the original intention of promoting students’ personalized development. Ability grouping has potential advantages in promoting students to recognize and awaken themselves. To give full play to its advantages, it is necessary to respect students’ differences, endow students with the right to choose their own curriculum levels, provide sufficient teachers’ independent support, and guide students to establish appropriate self-evaluation.更多还原