The Study Of Strategies Of English Differentiated Instruction In Junior Middle School On The Perspective Of Multiple Intelligences

The current society is not only the information age of high-speed development, but also the knowledge-based society. Differentiated Instruction is the demand of the present information time, multiple society and multiple culture. The paper mainly discusses the essences and the strategies of Differentiated Instruction based on the perspective of Multiple Intelligence Theory. Essentially, Differentiated Instruction based on Multiple Intelligence Theory has the following teaching thoughts.It fully respects the individual differences between learners as a starting point, uses the advantaged intelligences of every learner as its breakthrough, maximizes every learner’s development as the ultimate goal and adjusts the teaching program flexibly to fit for the differentiated teaching. In this kind of instruction, the measure of instruction matches the characters of every learner very well. The essences of Differentiated Instruction are embodied through all the procedure of instruction.This study is composed of six parts. The first part is introduction. This section narrates the raising of the question and literature review, defines the core concepts, and describes the purpose, significance, progress and methods of the research.The second part is an overview on the basis of the theory. This section focuses on the definition, characteristics and basic ideas of the multiple intelligences.The third part is the core of the study. It mainly discusses the current situation of English differentiated teaching in the middle school by interviewing and classroom observation, and so on, and analyses the reasons why the problems exist.The fourth part is another important section, which puts forward the strategies of differentiated instruction in the middle school English teaching from the preparing stage, the teaching stage, the ending stage.At the preparing stage, the teacher can learn of the different students’intelligent characteristics by the questionnaire survey, observation, score’s analysis and conversation. And can create a variety of teaching forms and multiple teaching objectives according to the students’intelligence characteristics. In the teaching stage, the teacher should use the differentiated questions and teaching methods according to the students’intelligent characteristics and their psychological development characteristics. And teachers can carry on the dynamic grouping according to the students’different intelligent characteristics, learning needs and learning basis, so that each student can participate actively in classroom activities. During the evaluation phase, teachers should make the evaluation subjects, evaluation contents and evaluation forms diversified, making each student’s advantages fully affirmed. Considering the research is based on the perspective of the theory of multiple intelligences, therefore, the proposed strategies are closely linked to the theory of multiple intelligences.The fifth part is the concrete examples from the English text in the Grade Seven on the strategies of differentiated teaching.The sixth part is the conclusion. This section reflects the study, concludes the shortage, and proposes the direction of the future research.