The Application Of Differentiated Instruction In High School English Reading

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 21^st century. 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 English reading teaching is feasible.