Case Study On A Middle School English Teacher’s Implementation Of Differentiated Instruction

The29th provision of the newly revised compulsory education law in2006articles: Teachers should treat students equally during the process of teaching, pay attention to the students’ individual differences, teach them according to their aptitudes, and promote the full development of students. There are many differences among students, including differences in intelligence of the students, the differences of learning motivation, interest differences, differences in learning style and learning method and differences of students’cognitive preparing degree, however, the core of the educational wisdom is to face the differences, therefore, in the process of teaching, only teachers pay attention to the students’differences and carry on differentiated instruction, can they stimulate students’potential, open students’ mind and enable students to achieve comprehensive, harmonious and healthy development on the original basis.In our country, the passing-accepting instruction mode is still taken in middle school, in the class instruction, teachers treat students as objects of infusion, adopt the unified class and the teaching plan, set the same teaching aim, use the same teaching material and make the same evaluation criteria—examination as the only standard to evaluate students. Teachers ignore the individual differences of students; make students of countless potential to be stifled, therefore, our country actively promote teachers to implement differentiated instruction. This study adopted the case study approach, selected a middle school English teacher of Shaanxi province Xian yang city as the cooperative object in this study expecting to know the real implementing situation of differentiated instruction in our countries’middle school. Know the reason why the research object wants to implement differentiated instruction and what is differentiated instruction in the research object’ opinion through making interviews with the research object, it includes how the research object find and know about the differences of the students, what does the research object think of the out standing students and for students with lower scores, in order to display the research object’s unique understanding of the differentiated instruction. Present how the research object put her unique understanding of differentiated instruction into the real English teaching situation in middle school by combining the observation in classroom and interviews out of the classroom with her teaching reflection and teaching plan, it includes how to set different aims,choose different teaching methods, design different homework and evaluate different students differently. Know the real implementing situation, problems and difficulties and influencing factors of differentiated instruction through case study. There are two inspirations to carry on differentiated instruction in middle school for English teachers through the analysis on the implementation of differentiated instruction:first, help teachers establish a correct philosophy of differentiated instruction, it includes teachers should correctly understand the differences among students, be good at discovering the differences, face the difference directly, understand and appreciate the differences among students. Second, our country and school should create good conditions for teachers to implement differentiated instruction, education experts and scholars provide guidance on the implementation of differentiated instruction, and parents should actively cooperate the implementation of differentiated instruction, teachers themselves should improve their ability to implement differentiated instruction, so that students can get different development, last, reflect this study from three aspects which include how to choose the study method, the method of how to collect, collate,analyze the materials and study ethics.