An Experimental Research Of Differentiating Instruction In Junior High School English Teaching

Quality Education is the theme of the current age. The new teaching philosophyemphasizes that it is necessary to teach according to students’ aptitude and take care ofindividual differences. It is necessary for junior high school English teachers to face thewhole students and teach students according to their aptitude so as to achieve thisphilosophy. The Decision to Deepen Education Reform and Promote Quality Educationwas made by Central Committee of the Communist Party of China and State Councilpointed out that the quality-oriented education requires educators to fully implementthe party’s educational policy, cultivate the innovation abilities of students andpractical abilities so as to improve the quality of the entire nation as the fundamentalpurpose. In order to create favorable conditions to all-round development of students,teachers should respect students’ mental development features and educationalregularity so as to enable the students to develop vivid and lively. Differentiatinginstruction indicates that in classroom teaching teachers should not only focus onstudents’ common differences but also their individual differences. Teachers shouldemploy different teaching methods to satisfy the requirements of all levels of studentsso as to stimulate students’ learning interests. For the sake of digging for the potential ofevery student, teachers should regard students as individuals to acknowledge andrespect differences so as to enable every student to get fully development than before.Based on the English learning difference of junior high students, guided bypsychic and educational theory, the author of this paper has made a classroomexperiment in the application of the differentiating instruction in order to prove theefficiency of the method in the present English teaching in Junior high school. Thethesis discusses whether the differentiating instruction has an effect on students’learning achievement, learning interest and learning attitude or not. Two classes havebeen chosen as the research subjects. Class9,64students, is taken as the experimentalclass, in which the differentiating instruction has been employed. Class10,64students,is chosen as control class, in which the traditional teaching has been used. The experiment was finished on the first semester of2013-2014academic year. Data werecollected from questionnaire, tests, interview and classroom experiment and it wasanalyzed with SPSS software. it has been proved that students’ language proficiency inthe experimental class has been improved remarkably and the student’s learninginterest has been enhanced. The experiment results show that differentiatinginstruction play an important role in junior high school English teaching which cannotbe ignored. It can improve students’ learning achievement and learning attitude. At thesame time, students’ learning interest and their abilities of using English language inreal life can be enhanced in the process of completing the task.