Research On The Practice Of Individualized English Teaching In Senior Middle School

Reading has always played an important role in English teaching.It can strengthen words and phrases,gain useful information from passages and enrich your own knowledge.The New English Curriculum Standard reflects the language concept of simultaneous cultivation of language ability and cultural awareness,develops core literacy,meets individual needs and improves the language learning concept of the evaluation system.English teachers should constantly update their knowledge structure and adapt to the requirements of modern social development for English courses.However,the current high school English reading teaching mode unilaterally emphasizes vocabulary and grammar knowledge,ignores the individual differences of students and limits the development of students’ potential.In order to improve the reading level and interest of English reading of high school students,this paper attempts to introduce the theory of multiple intelligences in psychology into English reading teaching.Through literature method,test method,questionnaire survey and interview method to explore how to apply the theory of multiple intelligences to the individualized English reading teaching in senior high schools,this research will focus on the following questions: 1.What is the impact of individualized English reading teaching based on the theory of multiple intelligences on students’ reading performance? 2.How can the individualized English reading teaching method based on the theory of multiple intelligences improve students’ interest in English reading learning?Before the practice,the author selected Class 2001 and Class 2002 of a senior high school in Changsha City as the practice objects.There are 48 students in Class 01 and 50 students in Class 02.Collect and analyze the data of the first monthly English test of the practice class and the control class to determine the comparability of the English level of the two classes.Then the author conducts a questionnaire survey on the basic situation of English reading in the practice class and the control class;uses the multiple intelligence self-evaluation rubric to detect the students’ intelligences,collects the survey data and analyzes the data,which is used as the English teaching design of the practice class.According to the strength of students’ multiple intelligences,the individualized teaching objectives are clarified in the practice process,and then the reading teaching activities developed by multiple intelligences are used to carry out individualized high school reading teaching for students,finally the students are evaluated in multiple ways.After the individual reading teaching practice is completed,the author designs a multi-intelligence English learning classroom evaluation form,conducts a post-test on the students in the practice class,collects survey data,conducts statistical analysis and do a comparative analysis and get the conclusion that the use of individualized English reading teaching based on the theory of multiple intelligences can effectively stimulate students’ interest in English reading,improve their academic performance,strengthen the cultivation of students’ individuality and meet the needs of students’ diversified development.