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an the other class.
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1.2 Research Significance
A large number of studies on differentiating classrooms and cooperative learning havebeen done at home and abroad. There are few studies that connect differentiating classroomsand cooperative learning. In this sense, this thesis helps people understand more aboutcooperative group activities in differentiating classroom as an introduction.Educational researches in primary and middle school of Guangzhou tend to beapplication and development researches. Through describing the practice of differentiatingteaching in Junjing Middle School, this thesis serves as a refinement and supplement ofdifferentiating teaching in Guangzhou. It also provides a material and promotion for futurestudy of differentiating teaching in Guangzhou.
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Chapter TwoLiterature Review

Differentiating teaching studies in China are a little bit different from the studies abroadwhich have to be further studied. Cooperative learning is an instructional strategy that setscooperation mainly in groups. In the following part, the relative definitions are going to bediscussed. In addition, the current research of differentiating teaching, cooperative learningand group activities in China and abroad are also introduced.

2.1 Definitions of Relevant Concepts
According to Tomlinson (2001), “Differentiating teaching should be based on students’hobbies, personality, or likes and dislikes and provide different avenues to acquiring content,to processing or making sense of ideas, and to developing products so that each student canlearn effectively.”Differentiating teaching abroad has a different meaning from that in China. There are twomain kinds of differentiating teaching modes in China: differentiating within class andoptional class system.According to Tan Huihong (2008), differentiating teaching within class is that the teacherdivides students into several groups, within which the students are in similar proficiency,based on students’ current knowledge, ability and potential and the groups are treateddifferently. For their development, teachers set different goals, coach in different ways,organize different tests based on students’own learning status.Optional class system means students taking lessons in different classes based on theirown levels with their administrative class remained. According to Yang Zhou (2008), optionalclass system is an individualized teaching mode in differentiating teaching. Optional classsystem actually is a flexible differentiating teaching in a large scale, which features at teachersreorganize their teaching content and set achievable goals for different levels. In this way, itnot only makes easier for underachievers, but also fulfills high achievers’ request of expandtheir scope of knowledge.
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2.2 Review of Studies on Differentiating ELT Classrooms
In western countries, the prototype of differentiating teaching was introduced by WilliamT. Harris. He set up a system, which was called Flexible System, in St. Louis in 1868. Studiesof differentiating teaching abroad generally involved elementary education only, whichfocused on the influence that differentiating teaching brought to students’ learning progressand emotional development. For learning progress, the studies found that differentiatingteaching could increase the progress of high achievers but the progress of un本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。