英语论文网

本文是一篇高中英语论文，笔者任教的高中属于普通高中，学生的英语成绩普遍不高。然而，班级之间和班级内部仍然存在差距。就英语阅读而言，每个学生的阅读兴趣、阅读动机、阅读能力和阅读习惯都是不同的。差异化教学实验持续了一个学期。结果表明，差异化教学在英语阅读教学中的实践是有效的。除了提高学生的阅读成绩外，它还对提高学生的阅读效能、阅读习惯和阅读兴趣有着显著的作用。

Chapter 1 Introduction

1.1 Background of the Study

As  early  as  2000  years  ago,  Confucius’  teaching  practice  embodies  the  idea  of “teaching  students  according  to  their  aptitude”.  Students  have  different  talents  and experiences, which requires that our teaching be individually-oriented. Only the teaching which is tailored to individual needs can promote the development of students. However, this  teaching  principle  often  stays  in  the  oral,  literal  aspect;  it  is  difficult  to  see  in  the actual classroom.

Some teachers consider themselves to have implemented “differentiated instruction”. In  fact,  it  is  only  a  matter  of  asking  questions  of  different  difficulty  depending  on students’  level,  or  giving  remedial  lessons  to  the  “poor”  students  after  class  while assigning  more  difficult  homework  to  the  “excellent”  students.  These  practices  are  only different  from  the  conventional  teaching  in  speed  and  quantity,  and  do  not  touch  the essence and core of differentiated instruction at all. Teachers are used to using the same teaching method to teach the same teaching content and to measure all the students with one standard. They pay more attention to the excellent students and less attention to the poor  students  in  the  classroom.  The  lack  of  differentiated  instruction  has  caused  many students to enter the school with a widening gap with time going. On the one hand, this situation leads to weariness and academic failure of the increasing number of students. On the  other  hand,  gifted  students  are  not  fully  developed.  The  neglect  of  students’ differences also leads to the lack of professionalism of teachers’ work. Teachers cling to narrow  experience  and  cannot  be  guided  by  advanced  theories.  At  the  same  time, teachers’ lack of individual humanistic care also has a negative impact on students’ values. Letting every student realize his or her potential and maximize his or her development is our  commitment  to  every  student  in  our  Education.  But  all  kinds  of  facts  prove  that differentiated instruction is always just an unfulfilled promise.

1.2 Research Purposes

Some researchers have implemented differentiated instruction in other subjects, such as  in  science,  math ， history  and  English  in  primary  schools.  But  the  effects  of differentiated instruction in English t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。