The Study Of Differentiated Instruction In English Teaching In High Schools-A Multiple Intelligence Theory Perspective

In recent years, with the massive expansion of students’ number and class size in highschools, the differentiation of students’ level of learning English in one class is broadening.Although the New Curriculum requires teachers to focus on differentiation and qualityeducation of all students, in reality, unifying teaching materials and methods to teach allstudents, using unified evaluation criteria to measure all students is not uncommon. Given thissituation, individual differences in the practice of teaching Senior English is particularlyimportant. Therefore how to face differentiated students, carry out differentiated instructionand promote differentiated development is the focus of this study. According to the theory ofMultiple Intelligence, in this paper, the researcher will introduce the concept and features ofdifferentiated instruction and the effective implementation of differentiated instruction for amore comprehensive, further discussion from four aspects: the target determination, teachingorganization, assignment, and differentiated strategies on evaluation.To test the effect of differentiated instruction, the researcher designed and carried out anexperiment lasting half a school year in class1031and class1032of Zouping No.1MiddleSchool, Shandong province (class1031as experimental group and class1032as controlgroup). In this experiment, teachers carried out differentiated instruction, based primarily onlevels of preparation, interests and learning styles of different students. During the experiment,the researcher fully understood students’ levels of preparation, interests, and learning styles,and designed different teaching objectives and teaching activities, according to the actualsituation of different students. Besides, the researcher built proper platforms for each studentthrough different forms of teaching organization and differentiation of teaching evaluations,and thereby, promoted their differentiated development. The results show that thedifferentiated instruction can motivate the learning interest of students, and significantlyimproved their English language proficiency, which explains the differentiated instruction inhigh school English teaching is feasible.