The Empirical Study Of English Differentiated Instructionln Junior Middle Schools Of Semi-urban Areas

With the developing of the reform in elementary education, educators begin to payclose attention to specific development and improvement for each student. With thequickening pace of urbanization in China, English teaching has become a big challengeto junior middle teachers. For residents of semi-urban areas, the average level ofeducation is relatively low. Moreover, the number of migrant children has beenincreasingly grown. Their view of knowledge learning, learning habits and learninginterests are greatly affected by their parents. As a result, class grades present greatlypolarization. Thus, it is necessary and imperative to work on differentiated teaching inmiddle school in semi-urban areas.This thesis, with the analysis of the current research at home and abroad, bases theexperiment on the differentiated instruction theory of Hua Guodong, taxonomy ofeducational objectives from Bloom, multiple intelligence theory from Gardner. Theexperiment is conducted with the research methods of literature, questionnaire survey,classroom observation and summary induction. First, two surveys about the differencesamong students are made. Then the experiment adopts a series of differentiatedinstruction strategies. The thesis reaches the final conclusion that the methods can notonly help the teachers control the English class effectively, but can improve the teachingquality.This thesis is divided into five chapters, in addition to introduction and conclusion.The introduction part mainly discusses the topic background and research significance.Chapter One reviews the domestic and foreign research about the differentiatedinstruction. Chapter Two is the theoretical basis, which is divided into three parts. Thefirst part expounds the concept and connotation of Taxonomy of Educational Objectives.The second part introduces the multiple intelligence theory, with the introduction of itsclassification of eight types as well as its methods and characteristics. The third partexpounds differentiated instruction theory and differentiated teaching strategies of HuaGuodong. Chapter Three is the research methods and design, mainly to explain the experimental goal, process, object and method, and to clarify the testing tool. ChapterFour is practice process. Firstly, it shows data collection and analysis as the results ofquestionnaire surveys and interviews among students to understand different intelligentcharacteristics, the types of learning styles and personality traits. It provides somethinking and preparation for differentiated teaching strategies from the data analysis.Secondly, this paper expounds implementation process of differentiated teachingstrategies, including differentiated instruction design, evaluation methods, andafter-class tutoring and parent-school cooperative strategies, among which, thedifferentiated instruction design is further divided into the target design、content design、homework design and differentiated teaching case design and analysis. Finally, theauthor presents two cases of differentiated instruction, and shows the contrast results ofthe tests before and after the experiment. Chapter five is the findings of the study andenlightenment.The conclusion summarizes the research, and points out the limitation of the thesis.