The Application Study On The Differentiated Instruction In Senior High School English Writing Teaching

In recent years,the continuous deepening of the reform of high school English teaching and the development of today's education teaching methods had a deeper level of demand and a higher level of requirements.At present,English teaching in our country mostly adopt large class teaching form.Under the influence of the mode of traditional classroom,the teacher in preparing links are usually set the same teaching goal,also use the same method of teaching in class and the same teaching patterns at the same time,but the students receiving education give birth to the wide variety in the teaching effect by this way.Obviously,this way of traditional "one size fits all" type education ignore the individual differences between students.In high school English teaching,the students in learning methods,learning ability,interest in learning,learning style,and the acceptance in the teachers' knowledge transfer process is totally different.Therefore in the process of English writing teaching in high school,individual differences between students will produce very big effect.According to the teaching phenomena,it requires high school English teacher in the writing teaching must base on individual differences between students and take the corresponding teaching strategies,so they can improve the students' English writing ability well.At present,the number of high school students is in a sharp increase each year and the class size also increase year by year,students' English level differences in the same teaching classes is becoming more and more big;at the same time,the high school English writing teaching has always been a difficult point in English teaching,has a large part of the score in the college entrance examination,and in recent years it has the trend of rising proportion.Because the students' English foundation and level difference is bigger,the teacher should enable all students to get obvious progress and improve in writing.In view of the current teaching situation,it will be more important to apply the differentiated instruction into the high school English classroom.This study has a teaching experiment of one semester,two classes of 86 students of a key high school in Harbin as the research object.Starting with the students' entrance test of English writing for reference,it can be seen that the two classes of students in college entrance English writing ability is totally equal.Before the experiment,weselect one class(44)as the experimental class,and the other class(42)for that in comparative classes.During the experiment,the teacher in the experimental class uses the differentiated instruction in English writing class,and the teacher continues to use traditional methods of English writing teaching in comparative class.This experiment uses questionnaires,a pre-test and a post-test,the interview and we will collect the data and information of the experiment.After a semester of teaching experiment,we give two classes of students an English writing test of the same level.After the analysis of the results,we can find that the students in the differentiated instruction and traditional teaching of English writing level had significant differences,English writing scores of experimental class students are significantly higher than that in comparative class.It shows that differentiated instruction has certain auxiliary function,also can be able to improve the students' English writing well.After the experiment,we interview the students in experimental classes,and find that the students under the differentiated instruction increase the interests in English writing,also strengthen the confidence in English writing in the future.The research on the application of differentiated instruction in senior high school English writing teaching has carried on the preliminary attempt,we hope that it can give certain enlightenment and reference to high school teachers of English writing teaching and students' English writing.