A Survey Of Senior High School Students’ Deep Learning In English Reading

In 2016,the Ministry of Education proposed that the core competencies of English subjects should include language competence,cultural awareness,thinking quality,and learning ability,which is consistent with the concept of deep learning that emphasizes cultivating students’ meaningful learning,high-level thinking quality,and lifelong learning ability.Domestic research on deep learning has been in full swing since then,and new research results have emerged constantly.As a language input skill,reading is an essential part of English learning.How to promote students’ in-depth reading is a difficult point in English reading teaching at present,so researchers have been paying attention to it.However,a review of relevant domestic and foreign studies show that the research on deep learning of English for senior high school students,especially of English reading has a large room to research.Based on the deep learning theory and with the help of questionnaire and interview tools,combining the quantitative research with qualitative research,this study surveyed 268 senior high school students from Grade Two in Guangxi Yulin No.1 Middle School,aiming at a discussion of the following two questions:(1)What is the current situation of senior high school students’ deep learning in English reading?(2)What are the factors that influence senior high school students’ deep learning in English reading?Research results show that:(1)Senior high school students’ deep learning in English reading learning is on a medium level.It is reflected in two aspects.Firstly,students performs well in the low-level thinking cognitive activities like memory and understanding,and there is a great room for them to improve the higher-level thinking in cognitive activities like application,analysis,evaluation and creation.Secondly,they engage inadequate emotion,time and energy in English reading learning.(2)The main factors that influence senior high school students’ deep learning in English reading are concerned with both students and teachers.On the aspect of students: less learning interests and external learning motivation;low engagement in learning;misunderstanding of English reading;low-level thinking input in the process of reading.On the aspect of teachers: superficial understanding about deep learning;less cultivation for students’ thinking ability;monotonous and rigid teaching methods.This study explores some pedagogical implications for improvement senior high school students’ deep learning in English reading based on the above study results.Limitations of the present study,as well as the direction of follow-up research in this field,are discussed.