The Research On English Reading Teaching Strategies In Senior High School Based On Deep Learning ——A Study Of A Middle School In Hanzhong City

As the most widely used language in the world today,English is very significant to Chinese students.Learning English well is regarded as an important indicator of students’ comprehensive development.English reading class is one of the most important English classes.In recent years,under the promotion of the new curriculum reform,the cultivation of teenagers’ good English reading ability and reading habits has attracted the common attention of Chinese education circles and the whole society.Therefore,domestic primary and secondary schools are trying to create conditions,train teachers,promote and guide the depth of English reading teaching.Based on the theory of deep learning,social constructivism and Bloom’s cognitive objectives classification,combined with the understanding of deep learning connotation and the combing of relevant literature,this study constructs four basic dimensions of research,namely cognition,behavior,emotion and evaluation.Using the methods of questionnaire survey,classroom observation and interview records to conduct research on a middle school in Hanzhong City,research and analysis the teaching of English reading in senior high school,understand the high school students at present stage of English reading learning and teachers’ reading teaching situation,then find out the causes of the problem,on the basis of the analysis of deep learning theory and English subject core literacy as the guidance of English classroom reading teaching strategy.This study used SPSS26.0 for quantitative data project analysis,reliability analysis and correlation analysis,and the analysis of interview and classroom observation.The study found that the teacher reading teaching situation is good,but there are still shortcomings,such as the purpose of teachers’ reading teaching is not comprehensive enough to take into account the comprehensive development of students,and the theoretical basis of teachers’ own teaching is weak,etc.After the analysis of the problems existing in students’ learning and teachers’ teaching,this study found that the factors affecting teachers’ deep learning perspective include external pressure such as examination requirements,students’ own learning motivation and teachers’ own efforts.Finally,this research puts forward the solution strategies from the aspects that schools should create a good supportive environment,teachers should build a multi-dimensional English reading classroom under personal understanding,actively strengthen professional learning to improve their own teaching literacy,and enrich the reading evaluation methods and reading resources.