An Investigative Study Of English Deep Learning In Middle School Under The Background Of Classroom Teaching Reform

The theoretical research of deep learning is a hot spot in the current domestic education research.Based on the relevant research results of foreign countries and in view of the actual needs of China's teaching reform,the Deep Learning Teaching Improvement Project puts forward strategies to guide teachers in their design and practice of teaching.Therefore,deep learning has become one of the directions of English teaching reform in middle school.About the current middle school English classroom teaching,teachers have different understandings of deep learning,different implementation of teaching improvement projects,and different results.In the practice of deep learning,there is a lack of objective evaluation methods,so it is difficult to evaluate whether the results achieve the established goals.In view of this,based on a middle school in Hangzhou,this study investigates the deep learning in its English class,and understands the achievements of the current deep learning classroom teaching reform,as well as the aspects that need to be improved in the future.Specifically,this study attempts to explore: 1)In the context of the curriculum reform,what measures have been taken and what projects have been launched to promote students' deep learning? 2)What are the final outcomes of these measures and projects in promoting students' deep learning? And 3)how to better promote deep learning in English classroom and its future curriculum reform?This study was carried out in S Middle School in Hangzhou.Through the questionnaire of 127 students in Grade seven and Grade Eight,the interviews withteachers and the principal,and classroom observation,the investigation and research are carried out in order to understand the development of deep learning in the current classroom,find out the difficulties and challenges in the process of promoting deep learning,and seek effective strategies to promote students' deep learning.The results show that,first of all,some aspects of students' deep learning ability have indeed improved,including their focus of attention,thinking ability and learning motivation.In terms of learning transfer and reflection,there is still a lot of room for improvement.Secondly,teachers have the initial awareness of promoting students' deep learning,but the degree of concern is not high.In the process of promoting deep learning,teachers complain fatigue and call for expert guidance.At last,the school has adopted many measures and projects,but it lacks objective and scientific evaluation model and tools.In the end,this study puts forward suggestions in four aspects,including teaching objectives,teaching contents,real situation constructions and evaluation methods.