An Empirical Study On English Reading Teaching Of Senior High School From Deep Learning Perspective

Students’ English reading ability is an important foundation for the development of other language abilities.However,at present,teachers place an excessive emphasis on mastering the words and grammar contained in the text when teaching reading,while not enough attention is paid to the interpretation and exploration of the text.In addition,General Senior High School Curriculum Standards:English(2020 Revised)explicitly requires senior high school students to be able to access information in texts and process it according to the needs of the learning task.They are able to identify the characteristics of different genres and understand different views and attitudes in reading discourse.Higher-order thinking is a feature of deep learning,emphasizing students’ active participation,deep processing,transfer and application of knowledge,reflection and evaluation.Therefore,it is significant to improve students’ reading ability by combining the concept of deep learning with English reading teaching.In this study,110 students in Grade Two of Urumqi No.4 Senior High School were taken as the research subjects,and the teaching experiment lasted for 14 weeks.This study used a combination of questionnaires,reading tests and interviews to solve the following three questions:(1)What is the current situation of senior two students’ deep learning in English reading class of Urumqi No.4 Senior High School?(2)What impact does the reading teaching model from deep learning perspective have on senior two students’ reading achievements? Which aspect(interference or judgement,detailed understanding,main idea and word meaning guessing)will be affected by the reading teaching model from deep learning perspective?(3)What are students’ perceptions of the reading teaching model from deep learning perspective?The three major findings of this empirical study were: 1)Before the experiment,most of the senior two students at this school had low reading motivation.Their knowledge processing remained on the surface.There was a lack of communication and cooperation between teachers and students.The majority of their performances at the analytical level were not ideal.They all lacked the behavior of reflecting on their learning process.2)The reading teaching model from deep learning perspective can effectively improve the English reading achievements of senior two students.Compared with the control group,this reading teaching model had a significant impact on improving students’ ability to solve two types of questions: interference and main idea.3)Most students held a positive attitude towards the reading teaching model from deep learning perspective.Their English reading interests were enhanced by deep learning.Their flexible transfer and application of knowledge,as well as their reflection and evaluation abilities had all improved significantly.