The Research On Differentiating Instruction In English-teaching In Large Size Class In Undeveloped Areas

As the learner-centered teaching is highly advocated in recent years, the basic task for it is how to help learners improve themselves. And the main purpose is to help every learner use their ability to reach a higher goal in learning. Every body is different in his own way, especially those students in senior high school. They have different gift in learning English, have different English levers, and use different ways of learning. However, current student body in senior high school is involved in diversified groups. As a result, it is necessary to introduce the differentiating instruction to the class and the teachers in senior high school. "For different level students, treat them differently in level of instruction" is the basic ideology in differentiating Instruction. In this Paper, it is clearly stated that the differentiating Instruction is open for all the students. The differentiating instruction frees the student from the traditional rigid education system, and at the same time, it requires the students to achieve the two educational goals, obtaining basic knowledge and developing practical knowledge. It is very important in not only developing the student's language ability and logical analysis capability, but also in foster diversified knowledge development for each individual student.For those students in undeveloped areas, they are learning in large size class, which has many disadvantages for their development in language. To implement differentiating instruction, to diversified students, to promote their development in diversity, and achieve success in diversity is the major task for language teacher, the thesis mainly analyzes the basic ideology and strategy in differentiating instruction through five parts.Part one: Introduction. This part presents a brief description of the background, significance and methods of the research. Part two introduces and defines differentiating instruction, and reviews the researches at home and abroad. Part three: The supporting forces for Differentiating Instruction. This part mainly explains the theories which the differentiating instruction is based on. Part four: The Principal Ideology and the basic strategy in Differentiating Instruction in senior high School in undeveloped areas. Part five: The conclusion and the inspiration for English-teaching in undeveloped areas in large size class."For different level students, treat them differently in level of instruction" is the basic ideology in differentiating Instruction. So the researcher chooses class 14 grade one randomly as the test group, and class 12 as the control group to do this research, and according to the result of the research, the writer make some analyses.The basic strategy in differentiating teaching was discussed in this paper. The first, the teacher should do a survey on the differences of students' English study. According to this, the students should be divided into several groups. The second, the teachers should prepare different goals and leave different homework for different students, and students are encouraged to do as much as they can to learn English.