An Empirical Study On The Application Of Deep Learning To English Reading Teaching In Senior High School

Reading is an important way for students to acquire knowledge and improve their learning ability,and it is the most significant part in English teaching.However,high school students’ level of learning tends to be shallow,and a clear understanding of deep learning has not been formed.Reading teaching focuses on the learning of surface language,ignoring the deep analysis of text.Teachers lack the awareness of deep teaching and the teaching mode fails to reflect the requirements of core competencies,making it difficult for students to improve their reading ability.English Curriculum Standards for Senior High School especially emphasizes that new teaching concepts should be integrated into teaching to develop students’ core competencies.Based on Constructivism Theory,Bloom’s Classification Theory of Educational Objectives,Metacognition Theory,this study focuses on the following two research questions:(1)What effects does deep learning have on high school students’ English reading strategies?(2)What effects does deep learning have on high school students’ English reading comprehension ability?This study selected two intact classes in Grade One from a senior high school in Yueyang city as the research subjects and conducted a fourteen-week experiment.During the experiment,the experimental class received reading teaching based on deep learning.The teacher consciously promoted students’ process of learning from surface to depth.And the control class received regular reading teaching.After the experiment,the data was analyzed and discussed through SPSS23.0.The study finds that :(1)The results of questionnaire and interview show that deep learning has a positive impact on students’ reading strategies and metacognitive strategies are used the most frequently,cognitive strategies second,social/affective strategies the least.Students of different levels react positively towards deep learning,and its effect on their metacognitive strategies is the greatest.(2)The results of the post-reading test shows that there is a significant difference between the reading scores of the experimental class and the control class(p=.024<.05).The study shows that deep learning can effectively improve students’ reading comprehension ability and provides effective measures for specific reading teaching practice and has important reference value.