An Investigation Of High School Novel Reading Teaching In The Perspective Of Deep Learning Theory

With the advancement of Chinese education reform,new curriculum standards and new teaching materials have put forward higher requirements for high school novel reading teaching.The teaching goal orientation of high school novel reading is shifting from promoting the development of students’ reading ability to comprehensively promoting the progress of students’ core Chinese literacy,yet in the reality of novel reading classroom teaching there are still real problems such as students’ shallow novel reading thinking,teachers’ lack of in-depth teaching strategies,students’ low sense of achievement in novel reading,and students’ lack of reflective learning.Based on the deep learning theory,constructivist learning concept,cognitive assimilation theory and ICAP learning theory,this paper investigates high school novel reading teaching by using literature research method,questionnaire survey method,teacher interview method and classroom observation method,focusing on the real problems and causes of the problems,and on this basis proposes targeted solution strategies,aiming to establish a new model of high school novel reading teaching under the deep learning theory.This paper investigates the problems and causes of the problems in high school novel reading teaching.This paper analyzes the role of deep learning theory in the teaching of high school novel reading based on previous research results in the same field,combined with the new curriculum and the unified version of high school Chinese teaching materials.Three research methods,questionnaires,teacher interviews,and classroom observations,were used to investigate the problems in students’ learning to read high school novels..The results of the survey showed that the main problems were: the shallow thinking of novel reading,lack of classroom interaction with teachers,lack of cooperative reading ability,not yet formed the habit of reading novels outside of class,low sense of achievement in novel reading,and lack of reflective learning awareness of novel reading.After analyzing and attributing the above problems,the following strategies are proposed: task-driven and problem-oriented strategies to promote students’ deeper reading thinking;"contextual"teaching activities to stimulate students’ interest in interaction;"cooperative" strategies to enhance students’ participation in reading.strategy to enhance students’ participation in reading;"mixed" extended reading strategy to promote the development of students’ reading habits outside class;"continuous attention" process evaluation strategy to promote the generation of students’ sense of achievement in reading;"self-evaluation" learning strategy to promote the development of students’ reading habits outside class.Self-assessment" learning strategies promote students’ reflective learning.We hope that through the effective implementation of these strategies in classroom teaching,we can promote the deepening of students’ reading thinking and perfecting the construction of reading ability.