Investigation And Research On High School English Reading Teaching Based On The Concept Of Deep Learnin

The English Curriculum Standards for Senior High Schools(2017 edition)emphasizes that it is necessary to cultivate students’ core quality of English subject,In order to achieve this educational goal,students are required to have a high depth and breadth of English reading and conduct in-depth learning.Therefore,deep learning has become an important way to improve students’ reading ability and achieve core literacy.Through in-depth learning,students can have a deeper understanding and grasp of English knowledge,improve their reading comprehension and language application ability,and cultivate their innovative thinking and problem-solving ability.Therefore,deep learning is of great significance in English education and can provide more effective support and help for students’ learning and development.According to the Standard of English Curriculum for Senior High School(2017 Edition,2020 Revision)(hereinafter referred to as the Curriculum Standard),senior high school English curriculum aims to develop students’ core competence of English subject,including language ability,cultural awareness,thinking quality and learning ability.In order to realize the educational goal of cultivating students’ core competence of English,the curriculum standards put forward suggestions for English teachers to carry out deep teaching and guide students to carry out deep learning.Deep learning emphasizes students’ meaningful learning,cultivating their high order thinking quality and developing their lifelong learning ability.Reading is the key position of English learning,but there are some problems in the teaching of senior high school English reading which are superficial and patterned.Reading teaching,based on the concept of deep learning,is an important way to improve the quality of English teaching.It can help students to have a deeper understanding and grasp of English knowledge,improve reading comprehension ability,innovative thinking ability and problem solving ability,and provide effective support and help for their comprehensive and lifelong development.Based on deep learning theory,Bloom’s Taxonomy of Educational Objectives Theory and Constructivist Learning theory,this study takes 192 students and 10 teachers in Grade One of X Middle School in G City as the research objects,adopts the methods of questionnaire survey,classroom observation and interview,and aims to explore the status quo of high school English reading teaching based on deep learning theory and explore the existing problems.And try to come up with solutions.The research shows that the overall deep reading teaching of X Middle School in G City is at an average level.At the same time,the deep reading teaching in this school has the problem of unbalanced development in depth of knowledge,depth of thinking and depth of relationship.In the teaching of knowledge depth,the language symbol teaching and the explanation of text structure at a shallow level are the main,but the overall interpretation of text and meaning teaching are lacking;In the teaching of the depth of relationship,teachers can interact with students,but there are some problems,such as a single form of interaction and teacher’s evaluation is too simple.In addition,the individual differences of students are not noticed,resulting in a lack of classroom participation of some students.Based on the above survey results,this study puts forward three suggestions: pay attention to unit teaching and cultivate higher-order thinking;Diversified forms of activities to enhance knowledge meaning teaching;...