The Application Of The "Problem Chain" Teaching Model In Senior High School English Reading:from The Perspective Of Deep Learning Theory

With the ongoing reform of English classroom education,English reading teaching has attracted increasing attention among scholars.English reading teaching not only performs the function of educating students but also carries the meaning of developing students’ ways of thinking and moral values.However,many English reading teaching in high schools are limited to the superficial learning of the reading text,and it is difficult for students to gain the deeper meaning of the discourse and achieve deep learning of English reading.“Problem chain” teaching not only allows students to actively participate in the English classroom by asking questions from shallow to deep but also promotes students’ deeper understanding of the reading text.This study constructs a “problem chain” teaching model in English reading based on deep learning theory,problem-based teaching theory,problem-solving teaching theory,and the related “problem chain” teaching models.This study aims to answer these three questions:(1)What impact does the “problem chain” teaching model in English reading have on students’ reading achievements from the perspective of deep learning theory?(2)What impact does the “problem chain” teaching model in English reading have on students’ deep learning(emotional and cognitive dimensions)from the perspective of deep learning theory?(3)How can the “problem chain” teaching model in English reading be implemented to effectively improve students’ reading achievements and deep learning(emotional and cognitive dimensions)? To answer these questions,a 15-week empirical study with reading tests,questionnaires,and interviews was conducted in two parallel classes in the second grade of a high school in Quanzhou City.The collected data was analyzed using SPSS 26.0.Through the teaching experiment,it can be seen that the “problem chain” teaching model not only helps promote students’ English reading achievements,but also enhances students’ deep learning in the emotional dimension(learning interest and motivation,learning input)and cognitive dimension(analysis and synthesis,evaluation,creation).According to the research results,the author puts forward some suggestions on the implementation of the“problem chain”in senior high school English classrooms.Firstly,teachers should create an active classroom atmosphere,and put students in the center of the class.Secondly,teachers should design the teaching activities following Bloom’s taxonomy of educational objectives.Thirdly,teacher should place a high value on the design,solution and reflection of the “problem chain”.Lastly,teacher should interpret the reading materials to develop students’ deep learning.