An Action Research On English Reading Teaching In Senior High Schools Based On Deep Learning Theory

Under the background of new curriculum reform,new college entrance examinations and new course books,one of the most important goals of curriculum reform is to cultivate students’ core literacy and implement the fundamental task of fostering virtue through education.English Curriculum Standards for General Senior High Schools(2017 Edition,2020 Revised)obviously comes up with different levels of requirements for the teaching of English reading discourses.That means teachers should delve into the thematic meaning,the content information and the value orientation of discourses from different perspectives to realize the surface,deep and even evaluative understanding of discourses,so as to help students learn language phenomenon and analyze the features of discourses in the process of learning,instead of teaching the discourse knowledge in isolation.As a necessary ability in the 21 st century,deep learning focuses on problem solving,higher-order thinking,independent learning ability and innovation,which are closely related to the implementation of students’ core literacy.This study,based on deep learning theory,adopted two rounds of action research,and selected 45 students of Grade two as the subjects of this action research in NO.X Middle School of GZ city,in order to efficaciously enhance students’ English reading ability,higher-order thinking and to cultivate students’ core literacy in English,as well as to facilitate the researcher’s English reading teaching.This study,employing English reading tests,questionnaires and interviews as research tools,will discuss:(1)What are the obstacles in the target students’ deep learning in English reading activities?(2)How does the English teacher design deep reading classes for high school students based on deep learning theory and DELC?(3)How much the English reading ability of high school students has been improved through the application of deep learning in English reading teaching?Through interviews and surveys of the target students,it could be noticed that they were often trapped in the superficial understanding on English discourses.Most of the students had a little interest in English reading and their intentions of English reading were to achieve high test scores,seldom using effective reading strategies,so they had weak English reading abilities,low achievement and lack of deep learning abilities.Therefore,this study uses deep learning theory to carry out the first round of action research on English reading deep learning of high school students,aiming at solving the above problems.It could be seen that the target students have greatly improved their interest and motivation in reading,and can actively increase their input in English reading and use certain reading strategies.However,it also cannot be denied that students lack the background knowledge and their abilities to connect old and new knowledge are weak,so the second round of action research is carried out.The results show that students can activate the background knowledge properly when reading,and can put what they have learned into practice,and students’ deep learning abilities have been improved.On the whole,this action research has reached the expected goals,but there are some limitations in this action research.For example,the sample size is relatively small while the research period is relatively short.Finally,this study raises suggestions on how to construct English reading classes based on deep learning theory so as to provide certain reference for the future research on English reading teaching.