A Study On The Influence Of "Learning Case Plan" Teaching Mode On Deep Learning Of Senior High School English Reading

Deep learning is an active and critical learning approach that relies on students’ high engagement in achieving deep participation in the construction of the classroom.It emphasizes that students should fully participate in the construction of knowledge and realize the effective transfer of knowledge in order to improve the quality of thinking in the process of analyzing and solving problems,and finally achieve the goal of improving students’ key competencies.As a new teaching mode,the“Learning Case Plan” focuses on students’ learning experience and emphasizes the students’ engagement in learning,which is a good carrier to promote students’ deep learning.The purpose of this study is to explore the influence of the “Learning Case Plan” teaching mode on students’ deep learning in senior high school English reading classes.Therefore,based on Bloom’s taxonomy of educational objectives,pyramid theory and meaningful learning theory,this study mainly explores the following two questions:(1).How to apply the “Learning Case Plan” teaching mode in senior high school English reading classes?(2).What is the influence of the “Learning Case Plan”teaching mode on students’ deep learning in English reading classes? To address the above research issues,this study used instruments such as tests,classroom observation scales,questionnaires,and interview outline.Firstly,reading learning case plans were designed based on the current situation of students’ learning engagement in the English reading classes,and the application process of the“Learning Case Plan” teaching mode was clarified.In addition,two classes in Grade One of G Middle School in Ganzhou City were selected as experimental subjects and a half year teaching experiment was conducted.Specifically,the author divided the two classes into an experimental class and a control class.English reading proficiency tests were conducted on students in both two classes before,during,and after the teaching period.Questionnaires were used to investigate the students’ engagement in reading learning in both two classes before and after the teaching experiment.In order to further explore the influence of the “Learning Case Plan”,the author selected 5students from the experimental class with reading scores at the high,middle,and low levels for interviews after the experiment.Finally,all experimental data was collected,sorted,and analyzed using SPSS 25.0.After the teaching experiment,it can be found that: on the one hand,when the“Learning Case Plan” is applied to high school English reading teaching,the teacher compiles and distributes the “Learning Case Plan” before class,thus students have enough time to perceive the overall plan and clarify learning objectives and methods.In classroom learning,the teacher guides students to participate independently or collaboratively in the construction of the classroom,which allows students to deeply engage in the classroom and gain authentic learning experiences.After class,students reflect and learn to accumulate learning.On the other hand,the “Learning Case Plan”teaching mode can significantly improve students’ reading scores and abilities,greatly enhance their sense of participation and learning interest in the reading classroom,enable students to comprehend the value of knowledge in the process of obtaining real learning experiences,improve cognitive drive,and achieve lasting and stable“engagement in learning”.Consequently,this study suggests that the use of the“Learning Case Plan” teaching mode can greatly increase students’ learning engagement and effectively promote students’ deep learning in English reading classes.