A Study On English Reading Teaching Strategies Of Junior High School From The Perspective Of Deep Learning

English reading is one of the most important ways to learn English and one of the most convenient ways for English learners to acquire information and knowledge.However,research shows that the current situation of reading teaching is not optimistic,with problems such as backward teaching models,insufficient creation of teaching contexts and single assessment methods,which lead to students’ “rote memorization”and “shallow comprehension”.The above problems could be solved by presenting problem contexts,allowing students to explore on the basis of their existing knowledge,constructing and transferring new knowledge and forming their own knowledge system,which are exactly the requirements of the concept of deep learning.Therefore,this study focuses on the perspective of deep learning,taking bloom’s taxonomy of educational objectives and constructivism learning theory as the theoretical basis,to explore the English reading teaching strategies guided by the concept of deep learning and the effects of adopting these teaching strategies on students’ reading learning,with a view to improving the effectiveness of English reading teaching in junior high school.To achieve the research objectives,literature research method and experimental method were applied to this study to address the following two research questions:(1)What are the impacts of the deep learning concept on the application of English reading teaching strategies in junior high school?(2)What are the effects of applying reading teaching strategies from the perspective of deep learning on students’ reading learning? This study combed related research on deep learning and English reading teaching at home and abroad and built a specific implementation path for reading teaching strategies based on the “Deep Learning Cycle”proposed by Jensen.And a four-month experiment was conducted in two Grade 7 classes in the 27 th Middle School in Guiyang,in which Class 4was the experimental class and was taught using the implementation path of reading teaching strategies from the perspective of deep learning,while Class 6 was the control class and was taught using the conventional reading teaching strategies focusing on text translation and reading practice.During the experiment,the data was collected through the questionnaire,tests and the interview,and processed and analyzed through SPSS 25.0.The results of the study show that:(1)the concept of deep learning can have an impact on the selection and implementation of strategies for teaching English reading.The selection of reading teaching strategies is based on the critical understanding of the text,pre-assessment of the learner’s situation and geared towards solving authentic problems;The implementation of reading teaching strategies could be goal-oriented,create teaching contexts,guide students to integrate and construct knowledge,design hierarchical teaching activities to process knowledge in depth,and provide reasonable assessment and feedback on students’ reading learning.(2)Applying reading teaching strategies from the perspective of deep learning can contribute to enhancing the reading performance of junior high school students and can be effective in increasing students’ reading interest and improving their reading engagement and reading habits.