The Study On Instructional Design Of Middle School English Reading To Promote Deep Learning

Reading is the main means and method of English teaching,and it plays an important role in teaching English.However,under the background of exam-oriented education,reading classes mainly focus on superficial learning,such as understanding and memorizing.Language learning and meaning exploring are separated,students’ thinking process is ignored.Thus,problems like fragmentation,superficiality and labeling are prominent,which lead to the low level in cultivating students’ cognitive development.Deep learning,As a learning concept and learning style,lays emphasis on helping students acquire knowledge through meaning connection,it also attaches importance in helping students develop the ability to solve problems in real context.Deep learning provides a new perspective to solve the superficial learning problems in English reading.Based on Bloom’s Taxonomy of Educational Objectives and Constructivism Learning Theory,this study puts forward three research questions:1)What is the status of deep learning among students in reading class?2)What are problems in teachers’ instructional design from the perspective of deep learning ?3)How to improve instructional design to achieve deep learning in reading class?On theoretical level,this study interpreted the significance and basic characteristics of deep learning.On practical level,firstly,the study chose teachers and students of Grade 8 as research respondents to conduct investigation,class observation and interviews.the research shows that,in reading classes,most students have low participation and lack learning initiatives,their cognition stay on the superficial level and lacking in-depth understanding and application of knowledge.Teachers,in the teaching process,ignoring deep evacuation of meaning and the guidance of students’ recognition.Secondly,based on the analysis of the result,the research constructs a reading instructional framework based on instructional elements to promote deep learning.Lastly,the research selects one discourse from middle school English textbook to compile an instructional design case.This study explores how to construct the instructional design of middle school English reading to promote deep learning,with a view to improve the present situation of superficial learning in reading teaching.However,there are still some shortcomings in this research,for example,the theoretical analysis needs to be deepened,the research methods need to be improved,and the instructional design needs to be tested in a longterm teaching practice,which also points out the direction for future research.