A Demonstrative Study On Stimulating Means Applied To Junior High School English Teaching Based On Individual Differences

For many years, educational researchers have kept seeking for some ways to arouse students’motivation and train their interest in learning English, some of them have proposed teachers to pay close attention to students’emotions, optimize teaching, transform teaching ways and improve teachers’qualities, which have been improved to be effective in some ways. But in local schools, many English teachers are still stranded in the situations:most of the new students show great interest in English when they first touch it, but as time goes by, many of them lose their interest gradually, their marks get worse and worse, some of them even give up learning English. Although the teachers try their best to improve it, they are still disappointed. What causes it? Are the teaching methods and ways not proper enough? Why can some methods and ways arouse some students’ learning interest but fail in others? Will it be better if teachers can choose suitable ways according to students’ individual differences?In this article, based on the multiple intelligence theory、constructism theory、 motivation theory、Krashen’s emotion filter theory and subject education theory, guided by Jiangxiaoqing(2003), I try to use target stimulating strategies. expectation stimulating strategies、feedback in time stimulating strategies、valuation stimulating strategies、 success experience strategies、competition and cooperation strategies. offering tempting force strategies、arousing curiousness strategies、positive conclusion strategies. interest shift strategies according to students’ individual differences, aiming to arouse students’ interest in learning English and build their confidence in English learning、 develop their independent study ability so that we can get the biggest effect of teaching. By this study, I also hope to find a new way to lessen English teachers’ work pressure and a good way to improve students’English.In this study, I take Class Two and Class Three of Grade Seven in Jiudu Junior High School, Nanan,Fujian as study objects, Class One as referring objects. I also refer to the marks of Grade Seven in the recent five years in Jiudu High School.In this article, the first chapter is about the background of this study, the second one is to summarize some relative literatures, the third chapter is demonstrative study, the fourth chapter is conclusion about this study.