Research On The Teaching Of High School Chinese Group Reading From The Perspective Of Deep Learning

In recent years,deep learning has attracted the attention of many scholars and has become a hot research topic.It can improve the core literacy of language,therefore,with the development of curriculum reform,it’s imperative to implement deep learning in Chinese teaching.Group reading is an emerging form of reading,which plays an important role in cultivating students’ core literacy and improving students’ key ability,but there are still some problems in the current teaching of group reading,so introducing deep learning theory in group reading teaching can bring changes to reading teaching.From the perspective of deep learning research,this paper takes an overview of the current high school group reading teaching,pays attention to the teaching practice,analyzes the existing problems,and tries to propose practical and effective solutions.The research content is divided into four parts.The first part is an introduction,which mainly expounds and summarizes the status of deep learning and group reading,lays the dissertation foundation and clarifies the research background,methods and significance.The second part is theoretical elaboration,which first clarifies the concepts and characteristics of the two theories,explores the commonalities between them and the feasibility of this topic,then defines the connotation and characteristics of high school group reading from the perspective of deep learning based on relevant theories,and expounds its significance for Chinese teaching.The third part is a questionnaire survey,it uses questionnaires and interviews for students and teachers to know the current status of group reading teaching from the perspective of deep learning,find and analyze problems.The fourth part is the key content,according to the survey results,focusing on providing solutions which includes optimizing the selection of topics,unifying and structuring texts,implementing the inquiry-based learning process and process-oriented teaching evaluation,so as to not only help students get the overall improvement of core Chinese literacy,but also provide reference for Chinese teachers,and promote the continuous development of Chinese reading teaching.