The Study Of Mi-based English Differentiated Instruction In Junior Middle School

With the development of curriculum reform,quality-oriented education has been the core concept of education in the 21st century.The main task of the English curriculum for basic education is to stimulate and cultivate students' interest and their confidence in learning English.In the view of that,the thesis focuses on the application of Differentiated Instruction to junior English class from the perspective of Multiple Intelligence Theory in order to improve students' interest and grades in English learning.In this paper,the students of two eighth-grade classes of NO.4 Middle School in Yanji city were selected as the research object and the experiment was conducted in a period of three months.The study focuses on two research projects:Is it possible for MI-based English Differentiated Instruction to simulate the interest of junior middle school students in English learning?Is it possible for MI-based English Differentiated Instruction to improve English grades of junior middle school students?The study found that the application of MI-based English Differentiated Instruction in English class of junior middle school did stimulate the students' interest and improve their grades in English learning.Differentiated Instruction based on perspective of Multiple Intelligence Theory fully respects the individual differences between learners,uses the advantaged intelligences of every learner,maximizes every learner's development 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.Differentiated Instruction helps teachers to reconsider their traditional teaching methods and enable them to take full consideration of students' individual differences in order to make teaching beneficial to all kinds of students.