The Dilemma of Personalized Learning in English Reading文献综述

 2022-08-15 09:56:06

Discussion on Personalized English Reading in Junior High Schools in China

Abstract：This paper analyzes the practice of teaching personalized English reading in junior high schools in China and abroad by collecting and analyzing the data and materials. It can be divided into four parts: 1) Introduction: the practical background of personalized teaching and personalized English reading teaching and the significance and purpose of the study and the research; 2) Literature review: the process, practice and typical cases of personalized teaching at home and abroad; 3) Personalized English reading in focus: the Current Pattern of Personalized English Reading and hierarchical teaching for personalized English reading 4) Conclusion: implications and suggestions.

Keywords：personalized reading teaching; personalized learning; hierarchical teaching; English teaching

  1. Literature Review

1.1 Different Viewpoints towards Personalized Learning

The use of the term “personalized learning” dates back to at least the early 1960s, but there is no widespread agreement on the definition and components of a personal learning environment. Even enthusiasts for the concept admit that personal learning is an evolving term and doesnt have any widely accepted definition. In 2005, Dan Buckley defined two ends of the personalized learning spectrum: “personalization for the learner”, in which the teacher tailors the learning, and “personalization by the learner”, in which the learner develops skills to tailor his own learning. This spectrum was adopted by the (2006) Microsofts Practical Guide to Envisioning and Transforming Education. As stated above by the 2017 United States National Education Technology Plan, “Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized the needs for each learner.” Ever since it was put forward, it has been in hot debate. As a thousand people have a thousand Hamlets, diverse people hold various viewpoints towards personalized learning. Some experts are very supportive of personalized learning while others may think that it needs deeper consideration before taking into practice.

1.1.1 Viewpoints Abroad

John West-Burnham and Max Coates, who are pioneer educators in practicing personalized learning, think that personalized learning “is emerging as a dominant theme in the reconceptualization of the way in which education is provided.” This is an integral part of the values and national spirit that rethink the foundation of public service provision. The core of the personalized debate is the concept of recognizing the services provided to individuals to meet their specific and individual needs. This represents a profound change in peoplersquo;s universal orthodoxy. They must integrate as much as possible into the bureaucratic system and structure. The origin and motivation behind this change are difficult to be precise. He believes that “a range of factors can be proposed: increasing dissatisfaction with the public sector; consumerism becoming the dominant factor in our culture; a genuine desire by professionals to enhance the quality of the services they provide; and the loss of a deferential and acquiescent public prepared to be pathetically grateful for any service.”

Andy Hargreaves and Dennis Shirley write that while there are advantages in students being able to access information instantly on-line, one should not mistake such processes for “something deeper, more challenging, and more connected to compelling issues in their world and their lives”. Alfie Kohn, an American author and lecturer in the areas of education, wrote that while personalized learning may sound like a useful strategy for education, in practice itrsquo;s mostly just about selling technology products. Personalized learning promises a strategy to specifically adjust education to the unique needs and skills of individual children, he argued, but really it means merely “adjusting the difficulty level of prefabricated skills-based exercises based on students test scores... [and] requires the purchase of software from one of those companies that can afford full-page ads in Education Week”. While “certain forms of technology can be used to support progressive education”, Kohn wrote, “...meaningful (and truly personal) learning never requires technology. Therefore, if an idea like personalization is presented from the start as entailing software or a screen, we ought to be extremely skeptical about who really benefits.”

1.1.1 Viewpoints in China

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