在初中学校，一个班级学生人数达到六十人左右的现象非常普遍(特别在小 城镇及农村学校)。相同班级学生在学习基础方面，兴趣爱好方面，个性品质方 面，智力和非智力方面等等存在一定的差异是正常的现象。而且，因为现在选拔 方式为考试选拔，所以学生课业负荷非常重。但是教学课时是不变的，并且教学 大纲对学生的水平要求高，过去的以教师为中心的英语教学难以适应学生的需 要。在这种情况下，作为一名英语教师，我们一定要正视学生之间个体的差异， 英语教学中使不同层次的学生能够开发自己的潜能，提高英语学习成绩，这正是 本文研究的主要内容。 作者具有十几年的初中英语教学经验。在这十几年的初中英语教学中，亲自 研究摸索了差异英语教学以适应不同学生的需要。差异教学最初运用于被认为具 有学习天赋或具有学习缺陷的学生身上，现在逐步推广到班级教学中各种能力的 学生。差异教学顾名思义是指在日常教学过程中，为学生提供多种方法以便于具 有不同英语学习基础、能力、兴趣及学习需求的各个层次的学生都能找到适合自 己的方法去学习知识、运用语言知识，体验成功感觉，培养学生的成就动机。差 异教学要求教师彻底改变原来的想法，即优待高水平学生而忽视或放弃低分学生 的不当做法。事实证明，实施差异教学能激发学生学习动机，培养学生学习兴趣， 减少学习焦虑情绪，帮助学生形成适合自己的学习策略及方法，最终学会自主学 习，并获得符合自己实际的发展水平，保证学生知识不断丰富，能力不断提高， 情感不断发展。这正是《基础教育国家英语课程标准》所强调的内容。 本文的研究问题是，通过对初中差异英语教学可行性的研究，改变传统的一 般班级授课制，打破常规，面向全体学生，以达到促进各个层次学生的发展的良 好教学效果。此报告是分成六个部分， 报告第一部分为引言，阐述了差异英语教学的研究现状，研究意义以及差异 英语教学的研究框架； 报告第二部分主要阐述了差异教学的概念、差异教学的特征及差异英语教学 国内国外相关的文献概述，为以下的教学研究做铺垫； 报告的第三部分介绍了初中了差异英语教学可行性研究的研究问题、研究对 象以及研究方法； 报告第四部分详细阐述了应用差异英语教学的具体实施、研究过程； 报告第五部分为初中差异英语教学研究结果的分析； 报告的第六部分为报告全文的总结，通过具体的实践得出，实施差异教学能II 激发学生的内在动机，培养学生的学习兴趣，并进一步鼓励学生在不同情形中运 用所学知识，从而在一定的程度上解决了传统英语教学中出现的主要问题，达到 促进各个层次学生发展的良好教学效果。 关键词，初中英语教学；差异英语教学的可行性；学习兴趣III Abstract In junior high school, a class of sixty students is very common (especially in small towns and rural schools). In a class, there are a number of differences about the students’ learning basic aspects, interests, personalities, intelligence and so on. Moreover, because of examinations, the students’ workload is very heavy. Besides, teaching hours is limited, and the requirements of students syllabus is comparatively high, the past teacher-centered English teaching method is difficult to adapt to the needs of the students. In this occasion, as a English teacher in junior high school, one has to face the individual differences among the students, teaches them according to their aptitudes, making teaching methods adapt to the different requirements of the students and making the students in different levels develop their own potential, which is the main purpose of this study. The author has more than 10 years of English teaching experience in junior middle school. During the ten years of English teaching in junior middle school, a study explored, some column effective through the difference teaching for teaching method to adapt to different students' needs. Differences in type teaching initially use is thought to have learning talent or the student body with learning disabilities, and now gradually extending to class teaching students of various abilities. Differences in daily teaching just as its name implies is to refer to the teaching process, to provide students with a variety of methods in order to have different English learning basis, ability and interests and learning needs of all levels of students can find the method that suits oneself to learn knowledge, use the language knowledge, experience success feel, cultivate the students' achievement motivation. Difference teaching style requires teachers to completely change the original idea that high level student discount and ignore or abandon improper practices. Low grade students Facts have proved, implement difference teaching can stimulate the students' learning motivation, cultivating students' interest, reduce learning anxieties and help the students form suits own learning strategies and methods, ultimately learn autonomous learning, and access to fit their actual development level and ensure students knowledge constantly enrich, emotion, continually improve the ability of continuous development. This is the basic education national standard of English courses have emphasized. The junior middle school English teaching in China is basically in the class teaching method. The one-size-fits-all kind of teaching ignores the differences of the students. The new curriculum concept advocates a kind of English teaching facing all students in accordance with their aptitude and gives a full play to the students' potential. This paper adopts the differentiating English teaching in order to improveIV the different students' English level. Differentiating English teaching can view students according to their abilities, cultivate the students' sense of competition, raise the students' ambition, excavate students' potential, making the students to their full developments. Differentiating English teaching can make all levels of students receive relatively sufficient development and progress, in order to cultivate the students' self-confidence, and finally improve the students' English. The thesis is divided into six parts: in the first part, the research question was raised, that is, whether differentiating English teaching method of junior high school can improve students’ English level or not; in the second part, the definitions and feathers of differentiating English teaching method are explained and a review on the research of differentiating English teaching method is given in detail; the third part is mainly on the research question, the research object, and the research methods; the fourth part of the thesis is the experiments of differentiating English teaching; the fifth part is the analysis of the experiment results; the last part is the conclusion of the research: through the concrete practice, implementation that difference teaching can stimulate the students' motivation, cultivate the students' interest in learning, and further encourage students to different situations of knowledge, and proposes the implementation when differentiating teaching the challenges that confront teachers. Key words: Junior High School；the Feasibility of Differentiating English Teaching；Learning InterestsV 目 录 中文摘要...........................................................I 英文摘要.........................................................III 1 引 言...........................................................1 1.1 差异英语教学研究现状 ........................................1 1.2 可行性研究的价值与意义.......................................2 1.3 差异英语教学研究框架 ........................................3 2 差异教学研究的文献综述...........................................5 2.1 差异教学概述 ................................................5 2.1.1 差异教学的概念.........................................5 2.1.2 差异教学的特征.........................................6 2.2 国外差异教学研究 ............................................7 2.3 国内差异教学研究 ............................................8 3 初中差异英语教学的研究...........................................9 3.1 研究问题 ....................................................9 3.2 研究对象 ....................................................9 3.3 研究方法 ....................................................9 4 初中差异英语教学研究过程........................................11 4.1 学生个体差异的调查 .........................................11 4.2 差异英语教学任务及教学目标的制定 .....