如今，随着学生的特质越来越多样化，新时代对差异化教学的需求越来越大，尤其对于义务阶段的初中学生来说。此外，最新修订的《义务教育英语课程标准》(2022)中明确指出，教师应“意识到不同的人看待问题的角度不同”、“充分考虑学生在学习条件、学习经历方面的差异”等等。然而，在初中英语教学的真正实践中，差异化教学的铺展落地仍然存在一些问题。研究发现，在我国的中学英语教学中，许多教师在教学中只是零散地运用差异化教学策略，使用时比较随意，缺乏系统全面的整体规划，也缺乏真正能够实操落地的差异化教学的策略体系。

基于以上情况，本研究旨在通过案例研究和扎根理论探讨初中英语课堂上教师S的差异化教学策略体系，分析教师S如何在初中英语课堂上实施差异教学，具体体现在以下两个问题: 1)差异教学策略如何应用于S老师的初中英语课堂？2)为什么S老师选择这样做？ 研究结果表明：

(1)教师S主要从三个方面构建了一个系统、全面而灵活的差异化教学策略体系:差异化教师语言策略（提问策略、教学策略和评价策略）；差异化活动策略；差异化作业策略。具体来说，1)在差异化提问策略方面，教师S主要从两个维度来设计提问:一是提问的类型，二是提问的难度。从提问类型来看，教师S灵活运用了弹跳式提问、苏格拉底式提问、螺旋式提问等具体策略。从提问的难度来看，教师S灵活运用了四种不同提问情景中提问对象的选择策略。2)在差异化活动策略方面，教师S主要从两个维度设计活动:一是差异化活动类型，二是差异化活动难度。从差异化活动类型的角度来看，教师S灵活运用11种具体策略，如基于真实生活经验创设情境、利用学生差异化资源、使用VAK法(视觉、听觉和动觉)。从差异化活动难度的角度来看，教师S灵活运用了分层难度、自主选择任务等三种策略。3) 差异化作业策略。在作业策略方面，教师主要从两个维度来设计作业:一个是梯度性作业，另一个是选择性作业。

(2)正是由于教师S对差异化教学的丰富认知， 才不断推动其在真实课堂上实施差异化教学并不断思考、钻研、丰富与完善其差异化教学策略体系。这些认知具体包括：差异化教学的意识；“读懂学生”的教师角色；系统的差异化教学策略；柔性而非刚性的差异化教学；面向所有学生的发言权；“每个学生最大化成长”的终极目标。

本研究表明，教师S的差异化教学策略体系与本研究文献的理论框架之间既存在对应关系，也存在少量差异。在对应关系方面，这两个体系均体现了“根据学生的准备水平、兴趣、学习概况来差异化设计教学的内容、过程、产品、影响/环境”的理念；在两者的差异方面，1)相较于理论框架图，教师S在设计和实施过程中，将内容、过程、产品、影响/环境这四个要素结合在一起综合考虑，而非单独讨论。2)教师S的差异化教学策略体系较之理论框架更加详细，更加注重课堂教学。而理论框架较为粗略，处于完美概念和理想化操作阶段，缺乏可行和实证性实践。综上，本文通过案例研究和扎根理论探索了初中英语课堂上教师S的差异化教学策略体系，以期为初中英语课堂差异化教学提供一定的个案参考和实操策略。

Nowadays, schools and teachers are facing more and more diverse students. Thus there are increasing needs for differentiated instruction in the new era, especially for students in junior high schools. Also, the latest revised English curriculum standards for compulsory education (2022) clearly states the need of differentiated instruction. However, some problems exist in the implementing of differentiated instruction of English language teaching in junior high schools. Many teachers are unconsciously implement differentiation strategies in their teaching, and the use of differentiated instruction strategies is relatively unthoughtfully, lacking systematic overall planning.

Based on the above, thus this study aims to explore the system of teacher S’s differentiated instruction strategies in junior high school English classes through case study and grounded theory. Research questions are: How does teacher S implement differentiated instruction in junior high school English class? 1) How are strategies of differentiated instruction used in teacher S’s junior high school English classrooms? 2) Why does teacher S choose to do so?

The results are concluded that:

(1) Teacher S constructs a systematic, comprehensive, and flexible system of differentiated instruction strategies from three main aspects: strategies of differentiated teacher language, which includes strategies of questioning, strategies of instruction, and strategies of evaluation; strategies of differentiated activities; strategies of differentiated assignment. Specifically, 1) As for strategies of questioning, teacher S mainly differentiates questioning from two dimensions: one is the challenge of questioning, and the other is the type of questioning. From the perspective of the challenge of questioning, the questioning object selection strategies of four different questioning situations can be flexibly and comprehensively applied. From the perspective of the type of questioning, four specific strategies can be applied flexibly, such as Bouncing questions, Socratic questions, and Spiral Questions. 2) As for strategies of activities, teacher S mainly differentiates activities from two dimensions: one is the differentiated type of activities, and the other is the differentiated difficulty of activities. From the perspective of differentiated types of activities, eleven specific strategies can be applied flexibly, such as creating situations based on real-life experiences, utilizing students' differentiated resources, and VAK (visual, auditory, and kinesthetic). From the perspective of differentiated difficulty of activities, three specific strategies can be applied flexibly, such as tiered difficulty, independent choice of tasks. 3) As for strategies of assignments, teacher S mainly differentiates assignments from two dimensions: one is tiered assignments, and the other is alternative assignments. From the perspective of tiered assignments, two specific strategies can be applied flexibly, including compulsory assignments and optional assignments. From the perspective of alternative assignments, two specific strategies can be applied flexibly.

(2) It is teacher S’s perceptions of differentiation that are the reasons why teacher S chooses to devote herself to differentiation through successive refinement. Teacher S’s perceptions of differentiation are summarized: awareness of differentiated instruction; teacher’s role of “reading their students”; construct a systematic differentiated instruction strategy; not rigid, but flexible; give voice to all students; the ultimate goal of “maximum growth of each student”.

This study finds that there are both correspondence and discrepancy between teacher S’s system of differentiated instruction strategies and the theoretical framework derived from the literature in this research. As for the correspondence of these two, the idea of “differentiate content, process, product, and affects/environment in response to students’ readiness levels, interests, and learning profile” are both reflected in these two systems; As for the discrepancy, 1) Compared the diagram of Tomlinson’s theoretical framework and diagram of teacher S’s system of  differentiated instruction strategies, teacher S brings these four elements (content, process, product, and affects/environment) together during the design and implementation of her strategies of differentiated instruction. 2) Teacher S’s system of differentiated instruction strategies is more detailed and focused on the classroom. And the theoretical framework is more sketchy, more in the stage of perfect concept and idealized operation, and lacks feasible and empirical practice. To sum up, this study explores the differentiated instruction strategy system of teacher S in junior high school English classroom through case study and grounded theory. It provides a certain case reference and practical strategy system for the implementation of differentiated instruction in junior middle school English classroom.