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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。

p; by children (assimilation) before promoting cognitive structural change (adaptation).

高中英语论文怎么写

Chapter 3 Research Methodology ....................................... 18

3.1 Research Questions .................................... 18

3.2 Research Subjects ................................. 18

3.3 Research Instruments ............................... 19

Chapter 4 Analysis and Discussion of Results ........................ 28

4.1 Analysis of the Tests ....................................... 28

4.1.1 Analysis of the Pre -test Results ....................................... 28

4.1.2 Analysis of the Post- test Results ............................. 29

Chapter 5 Conclusions ..................................... 41

5.1 Major Findings ........................................ 41

5.2 Pedagogical Implication ................................. 42

5.3 Research Limitations and Prospects for Further Research ................. 44

Chapter 4 Analysis and Discussion of Results

4.1 Analysis of the Tests

In the experiment, the author conducted a pre-test and a post-test on the English reading comprehension of students in the experimental class and the control class. The results of the tests can show what effect can cause to students’ English reading comprehension by applying differentiated instruction compared with traditional teaching in high school English reading. The results of these two tests are shown respectively in Table 4.1 and Table 4.2, which are used to help the author to analyze the changes of these two tests.

4.1.1 Analysis of the Pre -test Results

高中英语论文参考

The pre-test has been done before the experiment, which is used to see the reading comprehension of these two classes are similar or not. From the results of Table4.1, the mean score in the experimental class is 26.38 and it is 27.14 in the controlled class. And the Sig. (2-tailed) value (0.517) is more than 0.05, indicating that there is no significant difference in the English reading scores between the two classes. The possible reason is that all the middle schools where the author practice are regular classes and the class members are distributed equally according to the entrance results. In other words, the English reading level of students in the two classes were parallel before the experiment. There is the precondition that allows the differentiated instruction to be carried out in one of these two classes.

Chapter 5 Conclusions

5.1 Major Findings

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