On The Feasibility Of Differentiating English Teaching Of Junior High School

In junior high school, a class of sixty students is very common (especially in small towns and rural schools). In a class, there are a number of differences about the students'learning basic aspects, interests, personalities, intelligence and so on. Moreover, because of examinations, the students'workload is very heavy. Besides, teaching hours is limited, and the requirements of students syllabus is comparatively high, the past teacher-centered English teaching method is difficult to adapt to the needs of the students. In this occasion, as a English teacher in junior high school, one has to face the individual differences among the students, teaches them according to their aptitudes, making teaching methods adapt to the different requirements of the students and making the students in different levels develop their own potential, which is the main purpose of this study.The author has more than 10 years of English teaching experience in junior middle school. During the ten years of English teaching in junior middle school, a study explored, some column effective through the difference teaching for teaching method to adapt to different students' needs. Differences in type teaching initially use is thought to have learning talent or the student body with learning disabilities, and now gradually extending to class teaching students of various abilities. Differences in daily teaching just as its name implies is to refer to the teaching process, to provide students with a variety of methods in order to have different English learning basis, ability and interests and learning needs of all levels of students can find the method that suits oneself to learn knowledge, use the language knowledge, experience success feel, cultivate the students' achievement motivation. Difference teaching style requires teachers to completely change the original idea that high level student discount and ignore or abandon improper practices. Low grade students Facts have proved, implement difference teaching can stimulate the students' learning motivation, cultivating students' interest, reduce learning anxieties and help the students form suits own learning strategies and methods, ultimately learn autonomous learning, and access to fit their actual development level and ensure students knowledge constantly enrich, emotion, continually improve the ability of continuous development. This is the basic education national standard of English courses have emphasized.The junior middle school English teaching in China is basically in the class teaching method. The one-size-fits-all kind of teaching ignores the differences of the students. The new curriculum concept advocates a kind of English teaching facing all students in accordance with their aptitude and gives a full play to the students' potential. This paper adopts the differentiating English teaching in order to improve the different students' English level. Differentiating English teaching can view students according to their abilities, cultivate the students' sense of competition, raise the students' ambition, excavate students' potential, making the students to their full developments. Differentiating English teaching can make all levels of students receive relatively sufficient development and progress, in order to cultivate the students' self-confidence, and finally improve the students' English.The thesis is divided into six parts: in the first part, the research question was raised, that is, whether differentiating English teaching method of junior high school can improve students'English level or not; in the second part, the definitions and feathers of differentiating English teaching method are explained and a review on the research of differentiating English teaching method is given in detail; the third part is mainly on the research question, the research object, and the research methods; the fourth part of the thesis is the experiments of differentiating English teaching; the fifth part is the analysis of the experiment results; the last part is the conclusion of the research: through the concrete practice, implementation that difference teaching can stimulate the students' motivation, cultivate the students' interest in learning, and further encourage students to different situations of knowledge, and proposes the implementation when differentiating teaching the challenges that confront teachers.