The Current Situation And Teaching Strategies Of Deep Learning Of Junior Secondary School Students’ English Learning In The Information Age

In the high informationized knowledge economy age, individual learners are required to deep process information, understand complex concepts, master the internal meanings, initiatively construct personal knowledge and then effectively migrate into real situations to solve complex problems. Deep learning is an important and effective way and conception of learning. However, most junior secondary school students misuse the wide-ranging information and only “copy” it without active deep learning and developing high-order thinking ability. This paper will study the current situation of deep learning in junior secondary school students’ English based on the relevant theory. It will strive to analyze the features of deep learning and put forward some teaching strategies to promote students’ deep learning in English.The paper consists of four parts.The first part is to analyze the importance and the practical significance of promoting students’ deep learning in the background of information age. It also briefly introduces the development of domestic and international research and the latest research of deep learning theory. The arrival of information age is irreversible. The new teaching mode reforms require students to conduct deep learning in digital network environment. The international researchers pay attention to the combination of theory and practice and mainly apply empirical research. Many domestic researchers gradually begin their study in deep learning. Some of their thesis talk about their research and practice which are carried out in the real situation based on the deep leaning theory.The second part includes some relevant concepts and the theoretical foundation of the research. It mainly defines surface learning and deep learning and other related concepts. It also states the cognitive theory basis of deep learning. Based on the understanding, the learners can learn the new ideas and facts critically, and integrate them into the original cognitive structures, and make a connection between them, and transfer the knowledge to the new situation and make the decision to solve the problems. The characteristics of deep learning are in accord with the Constructivism Theory, Distributed Cognition Theory, and Situated Cognition Theory, which provide theoretical foundation for deep learning.The third part discusses the current situation of deep learning in junior secondary school students’ English in the background of information age by making use of questionnaire and interviews. In the context of information technology, from the aspect of deep learning, there is a difference in gender and age. It is shown that students have a certain ability to learn the new ideas and facts critically, construct personal knowledge, communicate with others, and solve the problems, but they are weak in applying the knowledge to the new situation.The fourth part puts forward teaching strategies to improve the students’ deep learning on the basis of the results of survey and analysis. Thanks to information technology, more curriculum resources and advanced theories are available so that teachers can improve their teaching methods and practice their teaching in a new way.