Differentiated Instruction In English Teaching In High Schools-A Multiple Intelligence Theory Perspective

Recently, with the large number of students, the differentiation of students’ level of learning English in one class is broadening. Though the New Curriculum needs to focus on differentiation and quality education of all students, but in fact, teachers use the same teaching materials and methods to all students and use the unified evaluation criteria to measure all students. In that case, the author supposes that it is important to teach individual differently. Thus, this study focus on how to face differentiated students, carry out differentiated instruction and promote differentiated development. In this paper, according to the theory of Multiple Intelligence, the researcher will introduce the concept of differentiated instruction and the effective implementation comprehensively in some aspects:the target determination, teaching organization, and assignment on evaluation.The researcher did an experiment to test the effect of differentiated instruction, based on levels, interests and learning styles of different students. In this process, the researcher totally understood students’ situation to design different teaching objectives and activities, forms of teaching organization and differentiation of teaching evaluations, promoting students differentiated development. The results show that the differentiated instruction can motivate the learning interest of students, which explains it is available to use differentiated instruction in high school English teaching.