An Empirical Study On The Cultivation Of Thinking Quality In High School English Reading Teaching From The Perspective Of Deep Learning

There are problems such as passive learning,superficial thinking activities,and superficial text understanding in traditional English reading class for the text are not fully dug into.On the one hand,good learning materials are wasted,so that students lose interest in reading;on the other hand,reading class fails to maximize students’ thinking ability,and the level of thinking that high school students should have has not been developed as it should.Thinking and cognition are not commensurate,because thinking activities are small,and the level of thinking is low.It has discouraged students’ enthusiasm for learning languages,which is not conducive to improving the quality of thinking in English subject literacy.Based on the discovery of the above problems,deep learning theory is applied to this study as a guideline combined with language and thinking mutual theory,teaching design theory,Bloom cognitive goal classification theory and SOLO classification theory,and it finally focuses on answering the following four questions: First,what is the current status of students’ thinking quality and teachers’ cultivation of students’ thinking quality through the questionnaires of students and teachers in this study? Second,through the results of the pre-test in the test method,is the students’ thinking quality level consistent with the results of the questionnaire? Third,what are the teaching strategies of reading aimed at promoting deep learning and cultivating students’ advanced thinking? Fourth,can the post-test result prove the effectiveness of the teaching strategies?It is found that the overall level of students’ thinking quality is average,in terms of logic,it is also average and is not perfect,and the level of criticism and innovation is low and seriously insufficient.The gap between the current condition of English thinking quality and the requirements of the new curriculum standard is large.The situation of student thinking quality training is not ideal,and the cultivation of student thinking is still at a low,shallow level,failing to truly cultivate students’ high-level thinking ability.There are also differences in the three dimensions of thinking quality.The cultivation of logical thinking is better than the cultivation of critical thinking and creative thinking.And students cultivate creative thinking better than critical thinking.Then,through the pre-test results,it was found that the students’ thinking quality condition is consistent with the outcomes of the questionnaire.And through the outcomes of the post-test,it is found that the teaching strategies of deep reading help students improve the quality of thinking.In the research,several effective teaching strategies of reading to promote deep learning and cultivate students’ advanced thinking have been explored.The first is to develop teaching objectives to cultivate students’ thinking quality,and the thinking objectives have a step-by-step process,emphasizing first understanding,to application,and then to feedback.The second is to use mind maps to achieve active understanding of the article,effectively develop students’ logical thinking ability,and truly realize the communication between students and the text.The third is to design the question chain,using SOLO theory to evaluate the questions and answers,expanding the perspective of text interpretation,and students can develop self-orientation and enrich self-knowledge by answering questions.The fourth is that students take the initiative to construct the meaning of the article,form a reading note card,by forming a reading scaffold for deep learning as the goal.The fifth is dimensional evaluation,creating different forms of presentation opportunities,especially the quality of thinking cultivated through English debate.