| Deep learning is an important and effective way of learning and learning concept which pays attention to active learning,critical thinking and transfer application in the new era.The English Curriculum Standard for Senior High School(2017,revised in2020)stresses the importance of developing students’ ability of language understanding and expression through a series of comprehensive and relevant language learning and thinking activities,which promote students deep learning of the theme.The combination of the concept of deep learning and English learning coincides with the requirements of the new course standard to cultivate students’ thinking capacity and cultural awareness based on the concept of English Activity-based Language Learning Approach(ABLLA).Therefore,in English teaching,deep learning plays an important role in cultivating students core competencies and promoting the new curriculum reform.In this study,eight reading classes in the Eleventh National High School English high quality classes were observed and transcribed into text.According to the three kinds of activities proposed in the view of English learning activities,this paper analyzes and probes into how to effectively cultivate and promote senior high school students’ deep learning through activities.The three research questions in this study are:(1)What kinds of activities of learning and understanding,applying and practicing,transferring and creating are designed in high-quality reading classes?(2)What’s the distribution frequency of each type of activity in high-quality reading classes?(3)What aspects of students’ deep learning have been cultivated by these activities?Through the analysis of these eight quality classes,the main results are as follows:(1)First of all,the learning and understanding activities designed more activities such as watching pictures or videos,listening to recordings,answering questions,and so on;Secondly,the applying and practicing activities designed more descriptive and interpretive activities,such as reasoning the author’s feelings and attitudes,analyzing specific problems according to paragraphs,and analyzing and judging activities;Finally,the transferring and creating activities designed criticism and evaluation and imagination and creation activities such as discussing problem solutions,and expressing personal views and opinions.(2)Learning and understanding activities accounted for the highest proportion,reaching 47%,followed by applying and practicing activities,accounting for 34% of the total activities,and finally transferring and creating activities,accounting for 19%of the total.(3)These activities mainly cultivate students’ affective and cognitive aspects of deep learning.In terms of affective aspect,three types of activity teachers pay more attention to activating students’ learning motivation.In terms of cognition,learning and understanding activities such as watching pictures,videos,and drawing timelines are mostly used to promote students’ ability of memorizing and understanding,and applying and practicing activities such as drawing illustrations,analyzing the author’s views are used to deepen students’ ability of application and analysis,and transferring and creating activities such as open questions,discussion and problem solving are used to cultivate students’ ability of evaluation and innovation.Based on the above conclusions,this study suggests that: senior high school teachers should design more transferring and creating activities to cultivate students’ high level cognitive level.In addition,they ought to pay attention to the cultivation of students’ emotional interest in the process of teaching design,and adapt learning activities to students’ real needs.In the process of teaching implementation,reading questions should be extended properly to promote students deep cognitive learning,and teaching activities should be as rich as possible to guide students to explore the value behind the text in a deeper level to promote deep learning. |
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