Research On Senior High School Students’ Deep Learning In English Reading From The Perspective Of Thinking Quality

English Curriculum Standards for Senior High(2017 edition,revised in 2020)emphasizes the cultivation of students’ thinking quality,which has been listed as one of the core literacy of English discipline.Thinking quality emphasizes logic,criticality and innovation in thinking,which is similar to the requirements of deep learning.Deep learning,which focuses on cultivating high-level thinking such as critical reflection and aims to improve transfer ability and problem-solving ability,is consistent with the current requirements for the cultivation of core literacy of disciplines,so it has become an important way to implement core competencies of disciplines.As one of the basic language skills,reading has become the main position of cultivating students’ thinking quality.However,there is still a lack of research on the senior high school students’ deep learning in English reading from the perspective of thinking quality.Based on this,the author investigates the situation of senior high school students’ deep learning in English reading from the perspective of thinking quality,and discusses how to promote deep learning to improve the thinking quality in reading class.With the help of questionnaires,test papers,classroom observation sheets and interview outlines,this study conducted a survey on the current situation of senior high school students’ deep learning in English reading from the perspective of thinking quality.The survey is mainly conducted from the following three aspects:1.What is the quality of senior high school students’ deep learning in English reading from the perspective of thinking quality?(1)What is the overall status of senior high school students’ deep learning in English reading from the perspective of thinking quality?(2)From the perspective of thinking quality,is there a difference in the quality of deep learning in English reading among high school students of different grades and genders?2.What is the teaching status of deep learning in senior high school English reading class?3.How can teachers promote deep learning to improve the students’ thinking quality in English reading class?The survey found that senior high school students in a key middle school in H City are still in a transition state from shallow level to deep level in English reading from the perspective of thinking quality,especially in the level of analysis,evaluation and creation of thinking quality is not optimistic.There are grade differences in the quality of thinking in memory,understanding,application,analysis,evaluation and creation,while there are gender differences only in analysis and creation.In addition,English teachers’ understanding of deep learning is not deep enough,and the teaching practice of promoting deep learning in reading classroom also needs to be improved.In view of the above situation,the author mainly starts from improving the thinking quality of students at the level of analysis,evaluation and creation,and discusses the reference teaching methods for teachers to stimulate the students’ deep learning to improve the thinking quality in English reading class.Limited by the subjective and objective conditions,this study still has some shortcomings:(1)The sample is not extensive enough.This study only selects a key high school in H City for investigation,which is not enough to comprehensively reflect the current situation of high school students’ deep learning in English reading from the perspective of thinking quality.(2)The subjectivity and limitations of classroom observation.Due to the impact of the epidemic,the author mainly observed the classroom online,which is easy to have omissions.(3)The research content is not rich enough.This study only focuses on the perspective of thinking quality and fails to pay attention to high school students’ deep learning status in English reading from other perspectives.