A Research On Deep Learning In Senior High School English Reading Classes

In the 21st century,learning society puts forward a new requirement on students’ reading ability,and with the introduction of the core competencies of English discipline in our country,cultivation of students’ English reading ability is extremely important.However,there are many phenomena such as fragmented teaching and shallow level teaching in current high school English reading class.To study the English reading of senior high school students from the perspective of deep learning is not only the call of the times,but also the appeal of curriculum reform.To promoting the deep learning of high school students’ English reading is conducive to improving the comprehensive language application ability and thinking ability,helping students to understand and learn from the excellent Chinese and foreign cultures,and improving the core competencies of high school students’ English.Based on the theory of deep learning,this study investigates the deep learning status of 282 students from three high school in Yiyang among three dimensions of cognition,emotion and evaluation of English reading through questionnaire survey method and interview method.This study mainly addresses the following questions:(1)What is the overall situation of deep learning among senior high school students in English reading classes?(2)Are there any grade or gender differences in students’ deep learning in English reading classes in senior high school? If so,what are they?(3)What are the factors that hinder high school students’ deep learning in English reading classes?The study comes to the following conclusion:(1)The current status of high school students in English reading is not ideal and their deep learning quality is not high on the whole,which is mainly reflected in the fact that their performance of cognitive and affective dimension needs to be strengthened.(2)There are significant differences between male and female students in the cognitive and affective dimensions of English reading deep learning,but there is no significant difference in evaluative dimension.On the whole,male students’ performance is better than that of female students in every dimension of deep learning in English reading.As to English reading deep learning in senior high school students of different grades,there is no significant difference as a whole,but the students in grade one are slightly better than the students in grade two in the dimension of cognition and evaluation of English reading deep learning.Students in grade two are perform slightly better in the affective dimension.(3)The main causes that prevent high school students from gaining high level of deep learning in English reading mainly include the low initiation of students’ deep learning of reading,a lack of generalization ability,discourse analysis and text meaning discussion in teachers’ reading teaching need to be improved,and teachers’ optimization and integration of teaching content that should be strengthened.In view of the above situation,this research made some suggestions for promoting the deep learning of English reading in high school students:(1)Students should use mind-map to cultivate thinking skills.(2)Students should develop good reading habits,actively build knowledge system and improve cognitive ability.(3)Teachers should fully interpret the teaching materials,optimize the content of teaching.(4)Teachers should pay attention to the internal transformation of students’ learning and development,set high-quality problems to improve student thinking depth.(5)Teachers should change their teaching thinking,create a real situation that promotes deep learning.(6)Teachers should focus on gender differences among students,enhance the diversity of classroom activities,and guide students to improve their reading skills.