An Action Research Of Question Design In Senior High English Reading Class From The Perspective Of Deep Learning

Deep learning is a type of learning which is characterized by the depth of understanding.It aims to cultivate students’ high-order thinking ability.With the advancement of new curriculum reform,the research of reading teaching for the purpose of cultivating students’ thinking ability emerges endlessly.The reading teaching from the perspective of deep learning also fully reflects the essence of the New Curriculum Standard.That is,reading teaching should pay attention to cultivating students’ thinking quality.However,in the current senior high English reading class,it is common that students lack of deep-thinking ability due to the relatively single type of question design.The study aims to analyze the question design and students’ thinking level in senior high English reading class from the perspective of deep learning,and provide some reference for the question design of senior high English reading class.The study adopts the action research,supplemented by classroom observation,interview and reading comprehension test.Based on Bloom’s taxonomy of cognitive domain and Liang’s classification of question design scale,the following four questions are mainly explored:(1)From the perspective of deep learning,what is the current situation of question design in senior high English reading class?(2)In view of the existing problems,how to optimize question design based on deep learning?(3)To what extent,does the optimized question design in senior high English reading class promote students’ deep reading?(4)What are the strategies for question design in senior high English reading class from the perspective of deep learning?The study selects 62 students of Class 5,Grade 2 in Kunming XX Senior High school as the research subjects.First of all,through classroom observation,the author finds some problems in the type of question design in own class,and then analyzes the proportion of other English teachers’ types of question design through classroom observation and interviews.Furthermore,taking the scale as benchmarks,it is found that the correct rate of students’ high-level thinking questions is low.Therefore,the author hypothesizes that the low correct rate of students’ high-level thinking questions is related to the teacher’s question design.That is to say,from the perspective of deep learning,the type of question design in senior high English reading class is unreasonable.To this end,the author carried out question design in own class teaching within one semester.And the action research is carried out in two rounds.On such basis,the study explores how to optimize question design based on deep learning.Through the above analysis,the following conclusions are drawn:(1)Question design of the current senior high English reading class mainly promotes the students’ ability of surface-level reading;(2)The optimized question design based on deep learning should pay attention to the appropriate proportions,sequence and question chain.In the meantime,it can also focus on the depth of knowledge and thinking;(3)Question design from the perspective of deep learning is conducive to students’ deep thinking.Thus,it can promote students’ deep reading;(4)Strategies for question design from the perspective of deep learning: Question design based on textual knowledge,question design for the improvement of deep thinking,question design based on students’ hierarchical level and question design for gradient thinking.Through this study,the author hopes that educators can integrate the concept of deep learning into their own question design,so as to promote effective senior high reading instruction.