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Analysis of Differentiated Teaching Strategies in Middle School English Education
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Abstract
This study examines the implementation of differentiated instruction in Chinese middle school English education, focusing on its theoretical foundations, practical applications, and implementation challenges. Through a comprehensive analysis of international practices and local adaptations, the research explores how differentiated instruction can address the growing diversity of student populations and enhance personalized learning in China's educational context. The study investigates three key dimensions: content differentiation, teaching methods, and assessment approaches, while comparing practices in developed countries like the United States and Australia with China's current educational landscape. The findings reveal significant challenges in implementing differentiated instruction in Chinese middle schools, including resource inequality, teacher capability gaps, and traditional assessment system constraints. However, the research also identifies promising opportunities by integrating modern teaching methods. It contributes to the ongoing discussion of educational reform middle school English education in China. But the findings overlook diverse educational contexts in China, highlighting the need for culturally responsive strategies to adapt international practices to local traditions and student needs.
Keywords
differentiated instruction, individualized learning, student-centred education, teacher professional development
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Cite this article
Ma,Y. (2025). Analysis of Differentiated Teaching Strategies in Middle School English Education. Lecture Notes in Education Psychology and Public Media,83,38-43.
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Volume title: Proceedings of the 2nd International Conference on Global Politics and Socio-Humanities
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