A Case Study On English Individualized Teaching In Junior Middle School:Effects Of Intervening Strategies On Personalized Learning

Individualized teaching is what we call differentiation teaching.Its scale is the scale of human nature and its connotation is suitable.The suitable method is the most effective.The meaning of individualized teaching is that the teaching of teachers' is personalized,the teacher should respect the student's individuality and meet the personalized learning of students.Individualized teaching must be based on each student's personality,interests,special skills,needs and their aptitude.For students,individualized teaching is completely a kind of autonomous learning.Junior high school is the most critical period for students to lay a solid foundation for English learning and to build their character.For students,school education plays the same role as well as family education.The practice of individualized learning in junior high school English teaching is more conductive to cultivating students' creativity and uniqueness.However,it is still difficult to achieve individualized teaching on the first line of English teaching.The exploration about individualized teaching is increasingly concerned by education researchers and English teachers.This study selected a student in Grade Nine of Tianba Middle School in Hezhang as a study participant.He achieved high scores in science,but his English score was so low that he always lagged behind in the final examination.The study probed into this case and attempted to answer thefollowing questions:(1)What problems does the study participant have with his English learning concepts and learning methods,and what are the causes of the problems?(2)Do the intervening strategies achieve any effects on solving the study participant's English learning problems and improve his English learning outcomes to certain extent?(3)Does individualized teaching have any positive impact on the participant's English learning concepts,learning methods and emotional attitudes?This study used the method of case study,with some research instruments,including open interviews,log,extracurricular tutoring,classroom observation,and comparison of learning outcomes,and then a qualitative analysis was made on the data collected.This study lasted 16 weeks and finally came up with the findings as follows: Firstly,the student has some problems with his learning concepts and learning methods.He lacks a correct understanding of English learning.He is unwilling to spend time studying.He can't find the effective ways to study,which leads to a sense of aversion for English learning.Secondly,under the guidance of the Zone of Proximal Development and other theories,the teacher put forward some teaching strategies according to the individualized teaching principle.After the guidance of these learning strategies,the student has more or less changes in his English learning.These strategies help him solve his learning problems to some extent,and improve his learning effect in some way.Thirdly,after solving theproblems,the individualized teaching has brought positive effects on the student's learning concepts,learning methods and emotional attitudes toward English learning.He has gained some confidence in himself and his sense of fear has also diminished.This study brings enlightenment to the teachers themselves with some implications.Firstly the English teachers should clearly realize the importance of the individualized teaching in junior middle school and take it into account in their teaching process.Secondly,the teachers should acquire and accumulate practical experience and improve the teaching effects.Thirdly,the school should encourage teachers to study and perform individualized teaching to help students improve their learning effects.The school also should provide necessary conditions for teachers to carry out individualized teaching effectively.This thesis also points out some limitations of this study and puts forward some suggestions for future research.