The Exploration And Research Of Differentiated Instruction In Senior High School English Teaching Based On The Concept Of Life Class

As a result of globalization and information, the development of education and thecultivation of the elites have been brought into attention. Quality education and life educationappeal for rational education and respect for life and individuality. Both outstanding educatorsand common teachers have devoted themselves to the study and exploration of life educationand differentiated instruction.Based on the concept of life class, this research is designed to explore differentiatedinstruction in senior high school English teaching guided by the theories of learning styles,learner autonomy, and differentiated instruction. The differences in this study mainly refers tothe learning style differences because of the various definitions and classifications of learnersdifferences and the limited time and studying experience of the author. Considering thefeasibility of this research and the actual situation in the experimental school, the researchergroups the students according to different learning styles with the combination of David Kolb’sclassification and the learning style questionnaires used in Brighton University and the learningstyle inventory used in a Chinese teacher’s blog from Zhengzhou No.62Middle School. Theresearcher studies and explores the students’ learning style differences, helping students becomeaware of their own learning style and develop themselves by making the best of their ownadvantages and strengths. Afterwards the specific differentiated instruction methods andstrategies according to different learning styles and in different lessons are designed to optimizeteaching in senior high and assist students to achieve the lifelong learning in a scientific way.The researcher hopes to practice the concept of life class and quality education in real teachinglife. Five hundred and eighty-two students from the eleven classes in senior one are randomlyselected from a senior high school in Qingdao and their English academic grades are calculatedand compared to find out the differences in English learning. With the aids of dispersion andstandard deviation, the class with the largest difference gap is chosen as subjects. Theforty-eight students in the class are tracked for one academic year. Various teaching researchmethods are implemented, including investigation, observation and experimental methods.Differentiated instruction is then designed and provided for the subjects in accordance withtheir learning styles. Finally the data before and after the experiment is collected and analyzed and conclusion is drawn. The study aims to construct the students’ efficient learning style andhelp them eventually learn autonomously.The present study is to address and answer the following questions:1) What is the presentsituation of students’ differences in English learning in senior high schools?2) With the conceptof life class, how to define students’ own learning styles?3) What is the effective differentiatedinstruction in different types of lessons in senior high schools and how to apply it in the realteaching practice?4) What are the results of the effective differentiated instruction?Through investigation, experiment and discussion, the findings of the study can besummarized as the following:1) The standard deviation of English exam in the experimentalschool varies from6.85to15.59.2) Subjects are scientifically classified according to theirlearning styles on the concept of life class.3)Effective differentiated instruction is theinstruction that not only narrows students’ difference gap but also greatly encourages students’autonomous and active participation in the learning process.4) After implementation of theeffective different instruction, students’ confidence, motivation, and positive attitude have beenpromoted in the process. As a consequence, students have constructed their own learning stylesand effective approaches to learning so as to learn autonomously for the whole life, whichmeets the demands of life education.This research has certain significance for the practice of the philosophy of life classroom.The findings of the present research indicate that the effective implementation of differentiatedteaching is helpful for improving high school English teaching and learning. It can not onlynarrow the gap between students, but also stimulate their enthusiasm and creativity in languagelearning. The core of differentiated teaching is to pay special attention to the students’personality development, and to stress the cultivation of students’ ability of learning andsurvival. The goal of differentiated teaching is developing students’ individuality andstimulating the full potential of each student. It is essential to encourage their autonomouslearning and positive attitude toward life. Thus, it is possible to practice the concept of lifeclass.Indeed, the real implementation of differentiated teaching in high school English classremain challenging. The problems of how to carry out differentiated instruction in a morescientific and systematic way for the purpose of education equality, how to implementII differentiated instruction in big classes in China, how to reduce the side effects of differentiatedinstruction and how to focus on students’ learning differences without causing psychologicalproblems still need further research.