Practice Research On Deep Learning-based Reading Teaching In Senior High School

The development of the times and the realization of students’ core literacy require our students to learn deep learning.In our high school English learning,reading is the most important part,so it is necessary and urgent to integrate deep learning into high school English reading teaching.English Curriculum Standards for Senior High Schools(2017 Edition)clearly proposes that teachers should promote students’ deep learning through a series of activities in reading teaching.Based on this background,this paper conducts a deep learning-based practical research on English reading teaching in senior high school.This study takes constructivism learning theory,Bloom’s cognitive goal classification theory and SOLO classification evaluation principle as theoretical support,hoping to effectively combine "deep learning" with "high school English reading teaching".Based on the deep learning theory,the researcher has explored a framework of high school English reading teaching and applied it to teaching practice.The specific issues are as follows:1)How does deep learning-based high school English reading teaching improve students’ reading scores?2)How does deep learning-based high school English reading teaching stimulate students’ interest in reading?Using questionnaires,interviews and reading test tools,the researcher took two classes,Grade 532,548,Grade 2,Yuci No.2 Middle School in Shanxi Province as the research objects,and carried out an 18-week study on English reading teaching in senior high schools based on deep learning.Studies have found that reading teaching based on deep learning is superior to traditional reading teaching,which can effectively improve students’ reading scores and interest in reading learning.Specific conclusions are drawn as follows: 1)Deep learning-based teaching of high school English reading can improve students’ reading scores.The framework of high school English reading teaching based on deep learning can help students better construct and transfer knowledge with the help of teachers and peers.In this process,students improve their higher-order thinking abilities such as understanding and cognition,application practice,transfer and innovation,reflection and evaluation,which promote students’ deep learning.In addition,the researchers always take students as the center in the teaching process,create a good learning atmosphere for students and give timely evaluation to students,which can help students recognize their learning status at all times and improve their English reading scores.2)High school English reading teaching based on deep learning can stimulate students’ interest in reading.By creating real situations,using groups and problem chains,researchers enable more students to actively participate in the class.In addition,by providing students with more opportunities to show,more challenging questions and rich videos and pictures related to the topic,the researchers can greatly stimulate students’ interest in learning and help them form positive internal learning motivation.In this process,teachers pay attention to the evaluation and reflection of students,which will provide positive feedback to students and arouse their awareness of learning.At the same time,the improvement of students’ reading scores will stimulate students’ interest in English reading learning.This study also provides some enlightenment for teachers: 1)Teachers should keep learning,constantly improve themselves,and establish the concept of lifelong learning;2)Teachers should promote the formation of English autonomous learning classes;3)Teachers should strive to create an environment that is suitable for deep learning for students.