Problems and Countermeasures of Differentiated Teaching in Elementary School Language Classrooms

Via literature review and observation, differentiated teaching in the lower grades of X Primary School's language classes was examined. The school has seen progress, as teachers recognize students' individual differences and set varied requirements. Nevertheless, problems surface, including lack of pre - school assessment, ineffective grouping strategies, non - hierarchical homework, and overlooking student feedback in reflection. Proposed solutions involve strengthening pre - teaching analysis, adopting flexible grouping, arranging hierarchical homework, and actively reflecting on differentiated teaching.