Differentiating Instruction In English Teaching Of Senior High School

In classrooms today, we have students with mixed academic, social/emotional and behavior needs. How to teach the subjects effectively becomes a real problem that the teachers in high schools have to deal with. In the CCCPC(Central Committee of the Communist Party of China) and the State Council's decision on Deepening the Educational Reform and Promoting the Education Designed to Raise the Overall Quality of Studens, it points out clearly that to carry out the education designed to raise th equality of students is just to carry through the Party's educational policy on all aspects, so that can raise the people's quality of a nation as an essential aim;create a proper condition for developing the students' different sides; show respect to students' character, physical and mental development, and to the educational law in order to foster the students' developing vividly and vigorously, actively and positively. There is much we can use in the theory and method of differentiating instruction theories. We need to adapt our instructions for multiple levels of ability, recognizing that not all students are alike. To be effective in today's mixed-ability classrooms, a teacher should sense students' academic and social/emotional needs brought to today's classroom. Teachers must regard the students as the individually learners, acknowledging the differences, repecting the differences, kindly treating the differences, so that every student can be fully developed.Based on the theory in psychology and education, this paper focuses on the differences in students' English-learning. It discusses, from theory to practice, differentiating instruction in English teaching of senior high schools. This paper is also an attempt to construct a systematic theory in English-teaching according to individual defferences in English-learning so that English-teaching in high schools can be better constructed. After one-year practice, the experiment class is tested before and after the experiment, and the experiment class is compared with the controlled class. The result shows that the teaching effectiveness of those teachers who have taken this theory is obviously improved. Students' interest in English and their English scores are enhanced. It shows that the application of differentiating instruction to the teaching of English is feasible.