Research On Argumentative Reading Teaching In Junior Middle School From The Perspective Of Deep Learning

"Deep learning" is a significant advancement in the basic education curriculum reform,which has aided students in enhancing their thinking skills and has garnered increasing attention from the education sector.During junior high school,students’ thinking abilities are crucially developed,and the fifteen essays chosen from the unified version of junior high school language textbooks serve as a vital tool for this purpose.The principle of deep learning is utilized to direct the teaching of argumentative essay reading in middle school,which can effectively cultivate students’ thinking abilities.This thesis focuses on the development of students’ critical thinking skills in argumentative essay reading during junior high school education.It comprehensively reviews previous research findings and employs various research methods,including literature review,questionnaire survey,and interviews,to identify the issues in argumentative essay reading teaching and investigate their underlying causes.The thesis proposes specific and effective strategies to address these issues,with the ultimate goal of fostering students’ deep thinking ability.The main sections of this thesis are outlined below:The first part systematically introduces the connotation and characteristics of deep learning and the argumentative essay genre.The second section elaborates on the importance and practicality of utilizing the principles of deep learning to facilitate the instruction of reading argumentative essays among middle school students.The third section utilizes survey data analysis to present a deep learning perspective on the challenges of teaching argumentative essay reading in junior high school:Students’ thinking progression goals are not properly implemented;The grasp of genre features is one-sided;Teaching problems are inappropriately set;Students’ thinking ability is weak.Based on the aforementioned issues,both educators and learners will tend to make attributions.In the fourth part,based on the concept of "deep learning",we propose strategies to solve the above problems: Refine the goal design and pay attention to the development of students’ discursive thinking;Play the role of pre-study to promote the integration of knowledge construction in reading argumentative essays;Design deep questions to cultivate deep thinking in reading argumentative essays;Innovate practice methods to point to problem solving in reading argumentative essays;Emphasize the value and the importance of the students’ thinking.The fifth part,with the concept of deep learning as the main theme,is to help students to develop their thinking.In the fifth part,with the concept of deep learning as the guide and the teaching strategies proposed in this thesis,we write a design for teaching middle school argumentative essay reading under the perspective of deep learning and reflect on it.The innovation of this thesis is to use the deep learning concept to guide the teaching practice of middle school argumentative essay reading,to propose five specific and operable teaching strategies,to write a reference teaching design,and to provide new ideas and new methods for middle school argumentative essay reading teaching.