The Application Of Bloom’s Educational Objectives To English Deep Reading Teaching In Senior High School

In English teaching,deep reading is the process by which teachers guide students to analyze the content of a text from shallow to deep to develop their high-level thinking skills such as analysis,comparison,induction,evaluation and creation.Compared with traditional reading,deep reading focuses more on students’ analysis and digging of textual information.And on this basis,they can carry out thinking activities such as reasoning,evaluation and innovation.Nowadays,cultivating students’ deep reading ability has become a hot topic in senior high school English teaching.In view of this,based on the present situation of knowledge exploration and thinking cultivation in senior high school English reading teaching,this study explores how to teach deep reading in high school English teaching under the guidance of Bloom’s educational objectives.The study attempts to answer the following two questions:（1）What is the current situation of knowledge exploration and thinking cultivation in senior high school English reading teaching?（2）What effects does the application of deep reading teaching under the guidance of Bloom’s educational objectives have on students’ deep reading ability?Firstly,based on Bloom’s educational objectives,this study explores an English deep reading teaching design.The design revolves around the depth of knowledge and thinking,and divides deep reading into two progressive stages,making reading teaching a process from shallow to deep.Then the pre-questionnaire and pre-test were distributed to the two parallel classes of a senior high school in Xinyang city to find out the status quo of knowledge exploration and thinking cultivation in senior high school English reading teaching and whether students’ reading ability are at the same level.After that,this study conducted a 16-week teaching experiment in two parallel classes.The experimental class carried out deep reading teaching based on Bloom’s educational objectives,while the control class adopted traditional English reading teaching.After the experiment,the students in the experimental class were given the post-questionnaire again to find out what changes have been made in the implementation of deep reading teaching,then a post-test with same difficulty was administrated to the experimental class and control class to test whether there are differences in students’ reading level.All questionnaires and tests were analyzed by SPSS 25.0.The results of the study demonstrate that:（1）some teachers pay less attention to the development of students’ knowledge exploration and thinking cultivation in English reading teaching.In knowledge teaching,teachers pay more attention to students’ learning and mastering of symbolic knowledge of text,while weakening the teaching of logical form and thematic meaning.In thinking teaching,teachers lay more emphasis on the cultivation of students’ summary and analysis ability,but the cultivation of application ability,evaluation ability and creation ability is slightly insufficient.（2）The reading ability on the post-test in the experimental class improved significantly（p=.000<0.05）,while the reading ability in the control class did not change significantly（p=.226>0.05）.This was evidenced by significant differences in the scores of students in the two classes on the detailed questions,inference questions,evaluation questions and creation questions.In addition,the results of the post-questionnaire also show that students’ abilities of prediction,analysis and innovation has been improved significantly after the implementation of deep reading teaching.This shows that deep reading teaching based on Bloom’s educational objectives is beneficial to improve high school students’ English reading ability.Through the above research,the following teaching implications can be obtained: In English reading teaching,teachers should pay more attention to guiding students to explore knowledge,so as to better develop students’ logical thinking ability.At the same time,teachers should constantly improve their knowledge of deep reading to strengthen their theoretical level.