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苏联教学论专家巴班斯基认为,教学最优化的方法之一是“对学生进行有区别的教学”,“要做到这一点,必须把全班的、小组的和个别的教学形式最优化地结合起来。”怎样的教学班规模,才能有效地实行此方法呢?”1987年1月苏联公布了新的《普通中学章程》,规定了每班规模的最高限额,一至九年级从过去的40人减为30人,十至十一年级从过去的35人减为25人。苏联还对小学教育进行了“补齐班”的实验,帮助掉队的学生缩小乃至消除与普通班学生拉下的距离,摸索出一种大面积地帮助成绩不良的学生尽快赶上同龄人的教学组织形式。实验取得了成功。“补齐班”采取小班规模的教学形式,每班人数15～16人,它把集体教学和个别教学作了有机的结合。
According to Babinsky, a Soviet teaching expert, one of the methods of teaching optimization is to “differentiate students’ teaching.” "To achieve this, the entire class, group, and individual teaching style must be optimized. Combined together.” What kind of teaching class can effectively implement this method?” In January 1987, the Soviet Union announced the new “Ordinary High School Regulations”, which stipulated the maximum size of each class, from grade one to grade nine from the past. 40 people were reduced to 30, and grades 10 to 11 were reduced from 35 to 25 in the past. The Soviet Union also conducted experiments on “complementing classes” for primary education, helping students who dropped out to narrow down and even eliminate students from ordinary classes. From the distance, I found out that a large number of students with poor grades were able to catch up with their peers as soon as possible in order to catch up with their peers.The experiment was a success.“Complete classes” took a small-scale teaching format, with 15 to 16 people in each class. It organically combines collective teaching with individual teaching.