Experimental Study Of Differentiating Instruction In English Teaching In Senior Middle School

In recent years, students have more diversified learning needs, emotional needs andbehavioral needs. How the conduct English teaching in a more effective way is the prioritythat teachers should consider. The differentiation teaching theories, methods and ideas shouldbe paid due attention by us. Teachers should realize that not everybody is the same to others.They should change the traditional teaching method to satisfy students’ needs in differentlevels. In order to make the in-class teaching more effective and useful, teachers shouldpossess a kind of sensitivity to judge different needs in students themselves no matter inintelligence and in emotional mood. Teachers should regard students as personal learner andadmit differences, respect differences, treat differences kindly and let students get fulldevelopment.Based on the different English level of high school students, guided by the psychic andeducational theory, the author of this paper has made a classroom experiment in theapplication of the differentiating instruction in order to prove the efficiency of the method inthe present English teaching in high school. Two classes (Class1and Class2) have beenchosen as the research subjects. Class1,42students, is taken as the experimental class, inwhich the differentiating instruction has been employed. Class2,41students, is chosen ascontrol class, in which the traditional teaching has been used. Through the analysis of theinformation collected from questionnaire, tests, interview and classroom experiment, it hasbeen proved that the students’ language proficiency in the experimental class has beenimproved remarkably and the student’s learning interest has been enhanced. It has beentestified that differentiating teaching is feasible, practical and efficient in senior Englishteaching.