Research On The Deep Reading Teaching In High School English Classes

As an input method,reading plays an important role in English learning.In deep reading,great attention should be paid to cultivating students’ thinking ability and cultural awareness,which coincides with the idea "core literacy" and is the direction of the reading teaching improvement.Therefore,this thesis adopts the analytical method proposed by Yu Lingyan and Dai Jianjun(2017)to identify and investigate the current situation of deep reading teaching from three aspects,the depth of knowledge,thinking and relationship.The present study mainly explores the following questions:(1)What are the specific manifestations of English deep reading teaching in the high school in different dimensions?(2)What are the problems existing in English deep reading teaching in senior high schools?(3)What targeted measures can be taken to improve the quality of reading teaching?Combining relevant literature with the analytical model,it’s defined that knowledge contains three levels,and they are the symbol,logic and meaning.Thinking quality can be divided into three parts,which are analysis and synthesis ability,application ability and evaluation and reflection ability.And relationship mentioned here includes two sides,the teacher-student relationship and the relationship between the world of science and the world of life.Combined with the related theories and requirements of core literacy,this study elaborates on the eight aspects of these three dimensions and takes a high school in Haidian District,Beijing as the research base to collect data and materials through three methods,namely classroom observation,questionnaire and interview.After analyzing,the result shows that teachers are familiar with the concept deep reading and have consciously carried out some activities,but there are still some problems.In terms of the depth of knowledge,great attention has been paid to language symbol teaching,but the overall analysis of logic and meaning contained in texts is lacking.For the depth of thinking,students can carry out certain analytical activities under the guidance of teachers,but their ability to analyze and summarize independently is weak.Meanwhile,in the process of reading teaching,the cultivation of the ability to apply knowledge to solve problems in the real life is not enough,and the evaluation and reflection on the text are insufficient and excessively rigid in the form.From the perspective of the depth of the relationship,the connection between students’ real life and the text can be established.However,the interaction in the class is controlled by teachers to a large extent and the participation of students with low level proficiency is neglected.According to the findings,suggestions from three aspects are put forward,which are "before class","during class" and "after class",hoping to help improve the quality of reading teaching.