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摘要：本文是一篇高中英语论文，笔者认为差异化教学实验是对传统教学的一种挑战，尤其是面对我国特殊的国情，课堂上学生人数众多。从学校的角度来看，在高考的压力下，他们不敢冒险大规模实施差异化教学。因此，教师需要思考如何在探索教学突破与保证教学质量之间取得平衡。在高中英语阅读教学中实施差异化教学，不仅是对传统课堂教学模式的挑战，也是对更科学的英语教学方式的尝试和探索。

eaching in high school still could not be seen clearly according to the previous papers. Thus, the author attempts to implement differentiated instruction to high school English reading teaching practice. In this study, tests and questionnaires are used to understand whether students can make progress in their English reading tests scores and know whether there are changes in their reading habits and reading interest. What’s more, the author aims to find out some problems existing in the practice of differentiated instruction. In general, the purpose of this study aims to explore whether the differentiated instruction is a good teaching mode to improve high school English reading teaching.

In addition, the author also wants to provide some reference value of the reading teaching for high school English teachers through the research of this topic, especially to provide some thinking directions in two aspects: whether differential instruction can effectively improve students’ reading level and how teachers can effectively carry out differentiated instruction in high school English reading class.

Chapter 2 Literature Review

2.1 An Overview of Differentiated Instruction

2.1.1 The Development of Differentiated Instruction

In the late 19th and early 20th centuries, with the popularization of compulsory education in the United States, a large number of students poured into schools. The diversity of students makes the class-based teaching system expose more and more shortcomings. Teaching reforms have emerged one after another. Washburn’s theory and practice of “individualized teaching” have attracted worldwide attention. The “Dalton system” and “Winnetka system” of the same period are also representatives.

In 1961, Virgil Ward put forward the term “Differential Education” for the first time in his research on gifted education. He developed a set of principles to guide a differentiated curriculum designed to stimulate the thinking and abilities of students who excel in many areas.

In 1983, Gardner proposed a new theory of the structure of human intelligence, the theory of multiple intelligences. The theory holds that each person’s intelligence is unique. There is no such thing as who is smart and who is not, but the difference between each person’s intellectual strengths and weaknesses. This theory provides an important theoretical basis for the emergence of differentiated instru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。