A Study On The Application Of Deep Learning To English Reading Teaching In Senior High School

As crucial part of English teaching,reading teaching is an effective way for teachers to transfer linguistic and cultural knowledge,promote students’ thinking and cultivate students to form correct values.However,most reading teaching is fragmented and superficial.Teachers lack deep teaching awareness and neglect the cultivation of students’ English subject core competence,which makes it difficult to improve students’ reading interests and reading levels.The proposal of deep learning provides a new opportunity to develop students’ English subject core competence.In view of this,this thesis attempts to combine deep learning and English reading teaching to explore the application of deep learning in senior high school English reading teaching,so as to promote the deep learning of students reading learning and achieve the educational goal of senior high school English reading teaching.Based on the Constructivism Theory,Bloom’s Cognitive Target Classification Theory,and Situational Cognitive Theory,the researcher adopts the methods of the questionnaire survey,interview,and reading test to research the following two questions:(1)what impact does deep learning-based English reading teaching have on students’ English reading interests?(2)what impact does deep learning-based English reading teaching have on students’ English reading levels?The research subjects of this thesis are students of two parallel classes in senior one of a senior high school in Xining city.The experiment lasts 15 weeks in total.During the experiment,the author carried out English reading teaching based on deep learning in the experimental class and proposed the reading teaching strategies based on deep learning,while the control class carried out the regular reading teaching by its teacher.After the experiment,the author analyzed the experimental data results of the two classes by using SPSS 26.0 and carried out corresponding discussions.The findings of this thesis are as follows:(1)The results of the questionnaire and interview show that reading teaching based on deep learning has a positive impact on students’ interest in English reading.Compared with the results of the pre-questionnaire,the mean score of the experimental class students’ reading interest is significantly improved after the experiment,and the internal motivation of students’ reading learning is enhanced as well.The interview results indicate that students in different reading levels hold a positive attitude towards the reading classes based on deep learning,and they are more inclined to take English reading classes based on deep learning.(2)The results of the post-test show that the reading teaching based on deep learning has a positive impact on students’ English reading levels.After the experiment,there exists obvious difference between the mean scores of the experimental class and the control class,and the mean score of the experimental class improved significantly.Combined with the results of the questionnaires,interviews,and reading tests,it can be seen that the experimental class students’ reading interests,internal learning motivation,thinking abilities,and reading abilities have been improved to a certain extent after the experiment.Students’ reading learning gradually changes from surface learning to deep learning.In general,reading teaching based on deep learning can effectively improve students’ English reading levels.This research discusses the impacts of deep learning-based reading teaching on senior high school students’ English reading interests and reading levels,hoping to provide a reference value for reading teaching practice in the future.However,the author needs to further explore how to apply deep learning to other types of English classes.