Research Of Carrying Out Differentiating Instruction In History Teaching Of High School

The promulgation of The Outline of Curriculum Reform represents that an era of the foundational education, the period of curriculum reform, is approaching. From the aspects of the course purpose and course format, the outline clarifies the initial motive and the ultimate goal of this reform, "for the national rejuvenation and the improvement of every student." The Standards of Common Secondary History Courses clearly points out that the general education in history at high school level has the purpose of explaining the historical development of mankind and the corresponding regular patterns. The history courses in high school are to be designed for achieving and elevating the historical consciousness and cultural accomplishment of the students, and further stimulating the students to develop in an all-round way.Nowadays, in high school history class, teachers take the Inclusive Education, they design the same task for the students, and the students do the same kind of homework. Nevertheless, it is not neglectable that in students, a number of differentiations exist in the following respects: the state of mind for learning certain concepts or techniques at a given time; the activities or subjects of interest; the complex condition of study consisting of habit of learning, gender, culture and intelligence. For these reasons, teachers are encouraged to consider the students' differentiations and plan a specific goal for each student. Based on this belief, the method of introducing differentiating instruction into history class is proposed in this work.This article is formed by five sections. The Introduction describes the definition of differentiating instruction and the relating concepts, on that base, I give the definition of history differentiating instruction .The status of current study, the theoretical basis and the characteristics are also included in this section. The second part focuses on analyzing the present condition of differentiating instruction in high school history class, from that analyze, we realize in high school, it is necessary to carry out differentiating instruction. The operating methods are covered in the third section. The methods contain designing multiform and challenging learning activities based on the differentiations of students; flexible grouping, and assessing the effects of the implementation of these approaches. The forth and fifth sections are respectively the practical exploration and the review on the emerged problems, and I go to Xinhe High School for half a year to carry out history differentiating instruction and write the thought of teaching.Through analyzing the current situation, combining relative theories, suggesting and practically examining the methods for differentiating instruction in high school history class and reviewing the effect of the proposals, this work provides the history instructors in high schools a series of practical techniques and methods to accomplish the goal of all students' success.Since it was initially founded, the theory of differentiating instruction has caught the attentions of more and more educators. However, due to some limiting factors, e.g. the present situation of education in our nation and the makings of teachers, a number of problems still exist in the implementation of the differentiating instruction. It is inevitable that the models proposed in this work have some shortcomings, which are expected to be overcome in the future teaching practice.