On Differential English Teaching in Junior Middle Schools under the Background of New Curriculum Reform
DOI:
https://doi.org/10.71204/z7exsk64Keywords:
New Curriculum Reform; Differentiated Instruction; Junior Middle School; English Teaching; Teaching Strategies; Evaluation System; Individual DifferencesAbstract
Under the background of China’s new curriculum reform, differentiated instruction has emerged as a pivotal strategy to meet the increasingly diverse learning needs of junior middle school students, particularly in English classrooms. This instructional approach emphasizes tailoring teaching objectives, content, methods, and assessments based on students’ cognitive levels, learning styles, and interests, aiming to realize equitable and high-quality education. This paper first analyzes the connotation and necessity of differentiated English teaching, highlighting the shortcomings of traditional, uniform teaching practices. It then discusses the theoretical basis and implementation strategies of differentiated instruction, focusing on goal design, flexible content selection, diversified teaching methods, and multi-dimensional evaluation. Additionally, the paper investigates current challenges, including insufficient teacher capacity, inadequate resources, limited evaluation frameworks, and lack of home-school collaboration. In response, it proposes a set of systematic improvement measures, such as establishing a professional development system, building intelligent resource platforms, reconstructing evaluation paradigms, and enhancing home-school partnerships. Through a combination of theoretical analysis and case studies, this research aims to provide practical guidance for implementing differentiated English teaching in junior middle schools, thereby promoting student-centered, equitable, and effective language education.
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