A Survey Study On English Deep Learning Of Junior High School Students

Deep learning is not only the requirement of the information age for students,but also an important way to develop students’ key competencies.The improvement of English disciplinary key competencies requires cultivating students’ abilities of“learning and comprehension”,“application and practice” and “transfer and innovation”.This indicates that learning knowledge and skills mechanically can no longer adapt to new curriculum concepts.Teachers should help students to deeply understand the meaning of knowledge,connect the relevant knowledge to construct structured knowledge,and apply what they have learned to real situations.Due to the requirements of new curriculum reform,deep learning has gained increasing attention in the recent years in China.However,there is relatively little research that combines deep learning with English subject.Therefore,this study aims to investigate the status quo of junior high school students’ English deep learning.This study mainly addresses the following questions: 1)What is the status quo of junior high school students’ deep learning in the dimensions of learning motivation,connection and integration,critical comprehension,knowledge construction,transfer and application and reflection and evaluation in the course of learning English? 2)Is there a difference in junior high school English deep learning between male and female students? If yes,what’s the difference? 3)Are there differences in English deep learning among junior high school students across the three grades? If yes,what are the differences?In order to address the research questions,questionnaire method was used,and252 students of a middle school in Tianjin were taken as the subjects to collect the data.The results of descriptive statistical analysis showed that while learning English,students perform well in the dimensions of learning motivation,connection and integration,knowledge construction,transfer and application,and reflection and evaluation,but perform poorly in the dimension of critical comprehension.And the results of comparative analysis indicated that the gender difference in English deep learning is not significant,and that in general,the status quo of Grade 7 students’ English deep learning is significantly better than that of Grade 9 students.In view of the above situation,some suggestions on how to promote English deep learning are put forward for teachers and students.Firstly,teachers should help students to improve their ability of critical comprehension.Specifically,teachers should let students realize that what is taught by teachers or in textbooks may have problems.And teachers should create an open and relaxing environment,and encourage students to question the content of textbooks and others’ views.Moreover,in English teaching,teachers can design more activities like group discussion and debate.Secondly,teachers should pay attention to gender difference in English deep learning.Thirdly,teachers should attach importance to the grade differences in English teaching.Teachers of Grade 9 should pay more attention to promoting students’ indepth processing of knowledge,stimulating their learning motivation,improving their level of knowledge application and guiding them to reflect on their learning process and results.