A Study On Differentiating Instruction In New Curriculum Standards Of Senior High School English Classes

Recently,English classroom in senior high school is facing tough challenges.As the highlight of exam-oriented education in traditional large-sized classes,English teachers do not pay attention to students' learning interests and individual differences.The whole English teaching in classroom is inefficient,especially in county school.According to the New Curriculum Standards,teachers should inspire and strengthen students' learning interests continuously,leading students to change their interests into steady learning motivation.Under the guidance of New Curriculum Standard,Differentiated Instruction requires teachers to admit the individual differences among students,and improve the current situation of English teaching.Thus,the author mainly investigates the present situation of applying difference teaching in the county middle schools.Under the guidance of the theory of multiple intelligence the Vygosky's Zone of Proximal Development theory,and taxonomy of educational objectives,through a questionnaire survey,classroom observations and interviews in Dongshan No.1 Middle School,Zhangzhou City,Fujian Province,the author's practice school,the author selected176 students and four English teachers of Grade Two as the subjects,centering on teachers,students and English classroom teaching to research senior English teachers' opinions about Differentiated Instruction and the degree of implementing difference teaching strategies,problems and giving some treatment strategies,in order to explore the possibility of implementing difference teaching and present situation in county senior schools.The data were analyzed by using descriptive statistics,t test and multiple regression analysis of SPSS social statistics software to analyze.This paper tries to answer the following questions:1.Under the New Curriculum Standards,what are the present situations for the implementation difference teaching in English classroom of county senior high schools? What factors affect the implementation?2.Is there any significant difference between the new and professional teachers in difference teaching?3.What is the correlation between the use of difference teaching strategies and students' achievements?Through the analysis of the data,the author gets that: 1.At present,the degree of implementation situation of difference teaching in county senior high school is the middle level.The main influence factors in applying difference teaching are the size of the class,the teachers own quality,lacks attention to the students' individual difference and the strong atmosphere of exam-oriented education.2.There are significant differences between the new and professional teachers in understanding the Differentiated Instruction.Based on this study,in actual English teaching,the new and professional teachers have significant differences in classroom organization strategy and evaluation feedback strategy.The new teachers are more inclined to the Differentiated Instruction in classroom organization strategy and evaluation feedback strategy.3.There is significant positive correlation between the use of difference teaching strategies and students' achievement.