High School Students Learning English Individual Differences Research And Teaching Strategies Suggested

The practice and promotion of quality education requires that each and every student be taught efficiently, in accordance with their aptitude and with their individual need met so that every student can develop further above their original level. To achieve this, the individual diversity of the students will have to be studied. Senior English teaching is usually carried out in big-sized classes in China. In this case, serious polarization occurs, and students are on various school records, bringing English teaching a great deal of trouble. In this essay, the studentsin senior high school are set as research objects, and systematic research is done in the five factors of English learning for senior high school students, namely physiology, cognition, emotion, personality and learning strategy. Through scientific analysis of the five factors mentioned above and with some teaching suggestions provided, it is hoped that some theoretical basis and practical method can be found which will be conductive to present-day English language teaching in senior high school.Four parts included.Part one: Putting forward the question and studying theoretically. I do this from 5 aspects in the following:1 .Individual diversity study tendency in the world at present. I collect the study materials from the earliest one to international individual diversity of all kinds, personality diversity, cognition diversity, intelligence diversity and ability diversity to inquire into the subject of the individual diversity studied in current situation.2.Individual diversity study tendency at home. From this I learn teaching a person according to what he is good for was as far as Confucius times; Tao Xingzhi, the educationalist in modern times favours that teaching methods should agree with learning methods and thus teaching differs according to different learning styles; famous Senior English teacher Zhang Sizhong, his 16 words teaching approach effectively deal with individual diversity.3.The students' individual diversity and their meaning of teaching. Since individual diversity exists, teaching should be adjusted to the students' personality diversity, cognition diversity, intelligence diversity and ability diversity.4.The theoretical basis for individual diversity teaching. It is mainly based on Bruner's construction-teaching theory, Skiner's programmed-teaching theory, Ausubel's teaching theory of assimilation, Broom's master-learning theory and Rodgers' learner-centered theory.5.The purpose of studying individual diversity in senior English teaching.Part Two: Research sketch and its analysis. I illustrate from four aspects: the aim of research, the content of research, the method of research and the data statistics.Part Three: The analysis of individual diversity factors and teaching suggestions. I do some research on the following factors: psychology, , cognition, emotion, personality and learning strategy and I make teaching suggestions to each based on the study above.Part Four: Conclusion...