A Study Of Applying Differentiated Instruction To Teaching Lower Primary Students

For a long time,many teachers have been accustomed to using the same materials,adopting the same methods,giving the same assignments and applying the same way of evaluation in their classes.This teaching model has brought about the following problems: Firstly,the traditional teaching model does not pay close attention to the development of individual students,which is not beneficial to the development of students with learning difficulties,and even increases the polarization among students.Secondly,in the context of exam-oriented education,an over emphasis on academic achievement makes many teachers focus on exam-related content and neglect students’ potentials.In order to improve this situation,this thesis introduces differentiated instruction into the practice of English teaching in lower primary grades,and explores the more effective methods for English teaching in lower primary grades under the guidance of the relevant theories.This thesis is based on the theory of Gardner’s multiple intelligences,constructivism learning theory,and taxonomy of educational objectives,taking second grade students as the research participants,and tries to find the answers to the following three questions:Question 1: What is the current situation of the application of differentiated instruction to teaching lower primary students?Question 2: How can English teachers apply differentiated instruction to teaching lower primary students?Question 3: What are the effects of the application of differentiated instruction on lower primary students?According to the above three questions,the author conducted one semester’s teaching experiment based on the relevant theories of differentiated instruction.Before the experiment,the author collected relevant literature,conducted a student survey and interviewed a few teachers in order to clarify the current situation of differentiated instruction and find out the existing problems and the underlying causes.The author gave students a pretest and a post-test before and after the experiment,as well as interviewing some of the students after the experiment to collect data and analyze it with the help of relevant software.After comparing and analyzing the data from the pretest and the post-test as well as the feedback from the student interviews,the author found out that the implementation of differentiated instruction can greatly improve students’ learning interest,self-confidence and motivation.In the meantime,students’ academic achievement has also improved significantly,and the gap between students at different levels has gradually narrowed.These findings indicate the success of the teaching experiment and the effectiveness of the application of differentiated instruction to teaching lower primary students.