A Survey Study Of Deep Learning In English Reading Class For Junior Middle School Students

Economic globalization has developed deeply,information technology has exploded,all kinds of thought and culture exchanges have become more frequent,and the environment of students’ growth has changed profoundly.These changes have put forward higher requirements for the cultivation of talents.The content emphasized by deep learning coincides with the content of core literacy.From this point of view,It appears that Deep learning is conducive to meet the needs of the development of students’ core literacy,deep learning has not attracted the attention of teachers and students.In such a teaching environment,students’ learning is at the level of surface learning,which makes it difficult for students to develop higher-order thinking,critical thinking,and transfer and application abilities.Based on this background,this paper conducts research on deep learning in junior middle school English reading.This study takes Constructivist learning theory,Bloom Taxonomy of Educational Objectives and Meta-cognitive theory as the theoretical framework,taking 304 students in the first and second year of junior middle school in Hohhot as the research object.Questionnaires,interviews and classroom observation are used as the main research tools to collect data,and SPSS25.0 is used to statistics and analyze the data.The purpose of this paper is to answer the following two research questions:（1）what is status quo of junior middle school students’ deep learning of English reading class?（2）what are the factors that affect students’ deep learning in English reading class?The research shows that the learning situation of junior middle school students in English reading class is not ideal.1.Junior middle school students’ deep learning of English reading is in the middle level.The specific performance is as follows:（1）The enthusiasm of the students is in the middle level.（2）The process of knowledge processing tends to be superficial.（3）Communication and cooperation need to be improved.（4）Learning transfer and problem solving are not ideal.（5）Self-reflection evaluation needs to be improved.2.The main factors that affect the deep learning of English reading of junior middle school students:1.Teachers’ lack of systematic understanding and understanding of English deep learning.2.In the teaching process,teachers promote the practice of deep learning in the teaching process: 1)Teaching objectives set in English reading classes are utilitarian and lack a pedagogical design with multi-dimensional objectives.2)Despise the structure and systematization of instructional design and teaching content lack of knowledge integration.3)The tradition of teaching activities neglects the inquiry of students.4)The teaching method is single and is not good at the creation of situation.5)Lack of complete multiple evaluation system and ignore students’ reflective learning.Based on the above research results,combined with the theory of deep learning,this paper puts forward some suggestions on how to promote the deep learning of English reading of junior middle school students,and points out the limitations of the research and the direction of future research.