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As is know to all, standardized instruction has been for long the obvious andstriking characteristic of classroom instruction in basic education in China. However,many basics that support the standardized instruction have been shaken since thebeginning of the 21stcentury. Meanwhile, as the opposite and reflection ofstandardized instruction, differentiated instruction is becoming an important trend ofthe reformation of classroom instruction in basic education in China.It plays a very important part in high school English teaching with a highpercentage, as far as the reading teaching is concerned. Therefore, the effectiveness ofthe instruction in English reading influences the whole high school English teachingdirectly and dramatically. What’s more, it’s inevitable that there are lots of differencesin the reading ability of high school students. As a result, a teacher should sense thestudents’ diversified levels of ability and mixed needs, acknowledge the differencesand treats the differences carefully and patiently, so that every student can be fullydeveloped by means of differentiated instruction.Based on the theory of constructivism learning, multiple intelligence andlearning styles, this thesis focuses on the differences in high school students’ Englishreading, and it discusses differentiated instruction in high school English reading fromtheory to practice. In addition, the thesis attempts to construct a systematic theory ofinstruction in high school English reading in order to exploit students’ potentials andhelp them achieve their success to the greatest extent.After three months’ practice, the experimental class is tested before and after theexperiment, and at the same time, the experimental class is compared with thecontrolled class. The result shows that after the application of differentiatedinstruction in high school English reading, a teacher can stimulate students’ interestand motivation, enhance their reading scores, help them form their own learningstrategies, and improve the effectiveness of the current reading instruction in somedegree. In a word, the application of differentiated instruction in high school Englishreading teaching is feasible.

第二章理论基础 19-23
    2.1 建构主义学习理论 19-20
    2.2 多元智能理论 20-21
    2.3 学习风格理论 21-23
第三章高中英语阅读差异教学的实验研究 23-30
    3.1 实验目的 23
    3.2 实验对象 23
    3.3 实验材料 23-24
    3.4 实验方法 24-25
        3.4.1 前后测法 24
        3.4.2 问卷调查 24
        3.4.3 访谈法 24-25

结束语

综上所述，高中英语差异教学是相对于以前的划一性教学而言的，而在高中英语阅读课上实施分层差异教学则是对以前“一刀切”教法的批判和反思。世界上没有两片完全相同的树叶，在实际教学中，更不可能会有两个完全相同的学生，而说到英语阅读，学生在阅读兴趣、阅读策略、阅读自主性、阅读能力等方面的差异更是真真切切存在的。所以，笔者针对学生的阅读差异坚持开展差异化的教学活动，把实验班的44名学生按照他们的阅读成绩分为A、B、C三个不同的层次，其中A层和C层各有12名学生，B层共有20名学生，对不同层次的学生坚持因材施教的原则，分别给他们设定不同的学习目标，安排同中有异的学习内容，布置不同的作业，并在教学过程中灵活调节各层次学生的学习进度等。通过三个月的实验研究，笔者发现在阅读课上实施分层差异教学激发了实验班学生的英语阅读兴趣，调动了不同层次学生的阅读自主性，在某种程度上能够相对自觉地制订出适合他们自己的阅读计划和阅读目标，并在阅读训练中改善了自己的阅读策略和阅读方法，提高了他们的阅读成绩和阅读能力，从而最终体验到属于自己的阅读成功的喜悦，而阅读成功的喜悦会进一步激发他们的阅读兴趣和阅读自主性，这就促使学生能够在轻松和谐的氛围中为自己的梦想而不断努力奋斗。但是，限于实验时间较短、笔者教学经验不足以及教学任务、应试教育等的影响，实验未达到笔者预期的结果。本论文是笔者针对如何在高中英语阅读课上实施差异教学进行的尝试性研究，笔者认为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。