Study On Deep Learning In English Listening And Speaking Classes Of Junior High School Students

With the advent of the information age,revolutionary changes have taken place in the field of education.The quality education that promotes the all-around development of people and the innovation education that emphasizes individual learners are the main trends in the development of education in the world today.Therefore,cultivating high-quality talents with innovative abilities has become an important trend for education reform in the 21 st century.The learner’s independent innovation ability requires the learner to form a connection between new and old knowledge based on the deep processing of information,and effectively transfer it to other situations to solve problems.This coincides with the concept of deep learning,and there is increasing attention to deep learning in English teaching in China.However,there is still a lack of relevant research on the deep learning of junior high school students in English listening and speaking classes.This study uses methods of questionnaire surveys,interviews and classroom observation to conduct a combination of quantitative and qualitative research.First of all,this research analyzes Biggs’ Deep Learning Evaluation Scale and Zhang Hao and Wu Xiujuan’s “Deep Learning Multi-Dimensional Evaluation System”.On this basis,combined with the relevant theoretical knowledge of deep learning,questionnaires suitable for junior high school students are designed which are distributed to 325 students from a Junior High School in Wuhan.Later,by interviewing seven teachers and observing the classes of four of them,we learn more about the deep learning of junior high school students in English listening and speaking classes.After descriptive data analysis,it is judged that the junior high school students’ deep learning status in English listening and speaking classes is not ideal.Most students lack enthusiasm for English listening and speaking and lack the awareness of deep processing.What’s more,most students have less interaction with teachers in class and cannot apply the knowledge learned in class to real life.Moreover,the students lack a sense of reflection on the whole.In addition,based on questionnaire surveys and data from teacher interviews,the author uses SPSS to perform variance analysis and T-test and summarizes four factors that affect the deep learning of junior high school students in English listening and speaking classes: the gender and class of the student,home supervisors’ educational background and teaching methods of teachers.In response to the above situation,the author puts forward some suggestions according to his internship experience to promote the deep learning of junior high school students in English listening and speaking classes from the aspects of pre-listening,while-listening,and post-listening.