An Investigation Of The Application Status Of Differentiated Instruction In Senior High School English Teaching

In recent years,with the advent of the knowledge economy,the transformation of the economic system and the development of multiculturalism,the issue of people's individualized development has been gradually valued by people.“Differentiated Instruction(DI)” has increasingly become more popular by elementary education in China.Deepening the curriculum reform and promoting the comprehensive development and individual development of students simultaneously is repeatedly mentioned in the Outline of the National Medium-and Long-Term Program for Education Reform and Development(2010-2020).English Curriculum Standards for Senior High School(2017 version)believes that it is necessary to further improve the quality of Chinese people on the basis of elementary education and to promote the comprehensive and individual development of students.Viewing the current development of quality education in China,DI can give full play to the learner's superiority intelligence in the senior high school English classroom,respect the learner's individual differentiation,and achieve the best match between teaching and student's personality.Based on Multiple Intelligence Theory,Bloom's Taxonomy and Zones of Proximal Development,this thesis applies the research methods of questionnaire survey and teacher interview,taking A city B senior high school as an example,four classes of students in the second grade are selected as research objects to investigate and analyze the application status of the four strategies of DI(class organization,class questioning,individual guidance,evaluation)in high school English teaching,combine the perspectives from both of teachers and students to explore their attitudes and cognition on DI,and investigate whether the use of DI strategies is relevant to students' English scores.The data used in this article were compiled and analyzed by the author through SPSS statistical software,trying to answer the following four questions:1.How do students view DI? Are the attitudes of boys and girls different for DI?2.Is there a big difference in the use of DI strategies and teacher's attitude and cognition about DI between liberal arts classes and science classes?3.What is the application status of DI strategies in high school English teaching?4.Is the use of DI strategies relevant to the student's English score?The author gets the following conclusions: 1.Students do not have enough understanding of DI,and there is not much concern about whether the teachers implement DI or not in the English classroom;boys and girls hold the same opinion when they are considering this issue.2.Teachers generally do not have a comprehensive understanding on DI.There are differences in the application of DI between English teachers in liberal artsclasses and science classes.3.The four strategies of DI are not very common in the implementation of senior high school English classes.As teachers do not fully understand its concepts,they can't match the teaching behaviors with their teaching concepts very well.4.Among the four strategies of DI,the use of class questioning and evaluation strategies is significantly positively correlated with the students' scores.Class organization and individual guidance strategies are negatively correlated with student achievement.The author raised questions and gave suggestions for the implementation of DI.