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The thesis is made up of five chapters. The application of differentiated instruction in junior English teaching is mainly discussed in the thesis. Chapter one puts forward the background and significance of this study. Chapter two is the literature review which reviews the previous studies both domestic and abroad. Chapter three analyzes the effectiveness of differentiated instruction in junior English teaching. Chapter four is an important chapter which discusses the application of differentiated instruction in junior English teaching. Chapter five is the conclusion of the thesis, which summarizes the limitation of the thesis and points out some problems existing in the thesis. 源:自/751-·论,文'网·www.751com.cn/
2. Literature Review
2. 1 Definition of Differentiated Instruction
American Diane Heacox ever discussed the implementation of differentiated instruction means teachers change the speed of teaching, level, or types to meet the needs of learners, learning style or interest(Cohen, 2001:30). That’s to say, the differentiated instruction is the teachers design a perse and challenging learning tasks according to the students’ learning needs and encourage students to become successful learners. The theoretical basis of the differentiated instruction is Bloom’s taxonomy of educational objective and Gardiner’s multiple intelligence(Li Pei, 2013:85). Differentiated instruction is carried out to understand the students first, followed by the design of a perse, challenging teaching activities, and then to implement teaching using flexible teaching grouping form, and finally to pay attention to the assessment of teaching effectiveness. Differentiated instruction requires teachers to design a challenging task of learning to inspire the students’ autonomous learning and teachers should be aware of the existence of inpidual differences between students and develop teaching objectives according to the student’s special ability. Differentiated instruction focuses on the basic knowledge and the skills of learning. Differentiated instruction doesn’t require you to deepen the teaching content with great pains, but require you to challenge students’ thinking, so that they can learn a certain depth and breadth of knowledge actively and autonomously.
2. 2 Features of Differentiated Instruction
Firstly, the typical feature of successful differentiated instruction is that teachers proactively design a variety of learning content to adapt the wide learning differences.Teachers pay attention to the teaching actively. In the class which differentiated instruction is used in, teachers design persified learning activities according to the students’ learning needs, arrange a variety of learning achievements and choose according to different learning needs. Many teachers mistakenly think the differentiated instruction is that the amount of learning tasks is different for each student. Differentiated instruction provides learning content, process and outcome of multiple choices. Secondly, differentiated instruction is a student-centered approach. In the class which differentiated instruction is used in, teachers pay attention to training students’ thinking ability and decision-making ability, only when the classroom learning and experience which students have had closely linked and when students’ learning initiative and interest are inspired, can we get the best effectiveness of learning. It’s the combination of the class, group and inpidual teaching.
2. 3 Studies Abroad and Home文献综述
In the west, Socrates’ spiritual midwifery can be regarded as the earliest practice of differentiated instruction because it pays attention to the students’ inpidual difference. In modern times, American educator Dewey put forward education center on the experience and activities of children, the idea of differentiated instruction was reflected most vividly. In the 1860s, Rogers proposed education centered on students, and he thought that teaching was promoting, it could facilitate students to discover and develop themselves, rather than set with the framework(Cao Rongping, 2003:43). It also reflected the idea of differentiated instruction. American scholar Carol Ann Tomlinson put forward, in his book “How to Differentiate Instruction in Mixed-Ability Classrooms”, the core idea of the differentiated instruction is viewing students’ inpidual as constituent elements of teaching and teaching ultimately promotes all students get due development at the same level.