A Study On The Application Of Deep Learning In Senior High School English Reading Based On Thematic Context

In senior high school English reading learning,students encounter more diversified thematic content and longer text.At the same time,reading also puts forward higher requirements for students to comprehensively analyze the logic of text structure and the ability to utilize language knowledge.However,due to the “score-centered” of senior high school English education,teachers overemphasize teaching speed and often ignore students’ emotional experience in English learning.This contributes to students’ passive learning.They rely on teachers’ analysis and lack of self-independent thinking and critical awareness,and it is difficult to transfer the application of language,which highlights the surface learning phenomenon of senior high school students’ English reading.Therefore,it is indispensable to study the deep learning of English reading.At the same time,the Senior Middle School English Curriculum Standard(hereafter:Curriculum Standard)puts forward the curriculum content with the thematic and context as the first element.Teachers are intensely recommended to create the context closely related to the theme meaning and students’ life,fully develop the key points of students’ thinking quality,then take solving problems as the final purpose and encourage students to use language.(Ministry of Education of the People’s Republic of China,2020)Therefore,this study takes “thematic context” as the starting point to explore the path of practicing deep learning in senior high school English reading class,in order to solve the surface learning problem of senior high school English reading.This study applies deep learning based on thematic context to senior high school English reading teaching,trying to answer the following three question:(1)What are the effects of creating real thematic context on students’ active meaning construction between new and old knowledge in deep learning?(2)What is the influence of sublimating thematic context on the development of students’ critical thinking in students’ deep learning?(3)What are the effects of students’ language application and transfer in the new thematic context on the results of deep learning in English reading?This study takes two classes of Grade 2 in a senior high school in Gaizhou,Yingkou City,Liaoning Province(Class 1 as the experimental class and class 2 as the control class)as the research participants.The education experience lasts for four months(from September 2020 to December 2020).The experimental class adopts “deep learning based on thematic context” in English reading teaching,while the control class adopts the traditional reading teaching method of grammar translation.The author mainly collects and analyzes the data through questionnaires,tests and interviews.The results manifest that deep learning based on thematic context has a positive effect on senior high school students’ English reading learning.First of all,most of the students have a positive attitude towards the task design in the real thematic context.In the process of completing the task,the students are willing to take part in the meaning construction of new and old knowledge instead of accepting knowledge passively.Secondly,through this model,some critical thinking dispositions of students can be strengthened in the sublimation of thematic context and the construction of dialogue field.For example,students seek the truth from controversial topics,have an open mind to different views,and have a desire to explore more relevant learning content.Finally,teachers can use exercises based on similar thematic contexts to improve students’ application and transfer ability,so as to examine the output of students’ deep learning results after the input of language in reading.However,due to the limitation of some subjective and objective conditions,this study still has some shortcomings,such as limited experimental time and few experimental participants.I hope these problems can be solved in future related studies.