A Survey On Deep Learning Of Junior High School Students In English Reading Class

In the context of traditional education,some teachers focus their reading teaching on the superficial learning of promoting students’ knowledge and literacy,lacking profound analysis of the text and the cultivation of students’ critical thinking,and failing to achieve the effect of promoting students’ in-depth learning.Based on this background,this paper based on the theoretical foundations of constructivism,Bloom’s taxonomy of educational goals and metacognition,aims to understand the current situation of deep learning in English reading classes for junior high school students,and conducts a research study with 328 students and 3 English teachers with the help of questionnaires and interview outlines,aiming to answer the following three questions1.What is the overall performance of middle school students’ deep learning in English reading class in middle school? What is the performance on the different dimensions?2.Are there any group differences in junior high school students’ in-depth learning in English reading classes across academic performance(high achievers,intermediate students,and low achievers),gender,and grade level?3.What are the factors that influence junior high school students’ deep learning in English reading classes?The results of this study show that Junior high school students’ deep learning in English reading class is at an intermediate level.The level of deep learning of the academically gifted students is higher than that of the intermediate and struggling students,The level of deep learning of female students is better than that of male students,The level of deep learning of ninth graders is inferior to that of seventh and eighth graders.The factors that affect junior high school students’ deep learning in English reading class include students’ interest and motivation in learning,students’ higher-order thinking skills,teachers’ integration of teaching contents,teachers’ assessment methods and the use of teaching strategies.In response to the above status quo,this study proposes recommendations to promote students’ deep learning.