Research On The Situation And Countermeasures Of English Reading Question Design In Junior High School Based On Deep Learning

The concept of "deep learning" is widely advocated in the education field nowadays,which has drawn general attention from Chinese and western researchers in recent years,and more and more scholars have researched into the correlation between deep learning and teaching.Reading is an extremely essential part of English teaching,and question design is very crucial to the development of students’ deep thinking.The core concept of deep learning is to propel learners’ higher-order thinking,which means the ability to use deep thinking skills such as analysis,evaluation,and creativity to solve problems.Exploring the methods for question design based on deep learning will be conducive for teachers to update their teaching beliefs and optimize their question design techniques so as to foster their reading instruction.The purpose of this study is to probe into the current situation of English teachers’ reading question design in junior high school,analyzing the problems of teachers from the perspective of awareness and application respectively and proposing countermeasures for English reading question design based on deep learning.This study uses questionnaire survey,case study and interview as the main research methods.A total of 50 English teachers from one junior high school in Hohhot and two junior high schools in Fengzhen are used as the subjects of the questionnaire survey,10 English teachers are randomly selected as the subjects of the case study,and three English teachers are interviewed.Three main research questions were replied:（1）What is the current situation of English teachers’ reading question design in junior high school based on deep learning?（2）What are the problems of English teachers’ reading question design in junior high school based on deep learning?（3）According to the existing problems,how can the teachers improve the reading question design based on deep learning?The study finds that: firstly,most teachers affirm the significance of deep learning as a guide for question design,but their knowledge of integrating deep learning into English reading question design is limited and apply it less in the classroom.Overall,teachers’ ratings in the dimensions of question types,creation of question context,and question evaluation and reflection are low,under the mean of 3.5.This indicates that teachers’ awareness of deep learning in these dimensions is lacking.Secondly,based on the current situation of teachers’ understanding and application of integrating deep learning into question design in teaching reading,it was found that,from the perspective of understanding,teachers have insufficient knowledge of deep learning,neglect the importance of instructional design,and lack holistic thinking about question design when designing questions;while from the perspective of application,teachers have the problems of inadequate pre-assessment,designing single type of question,lacking of question relevance and question context.Thirdly,the author proposes five countermeasures to improve English reading question design based on the above problems:（1）improve theoretical literacy and explore the meaning of deep learning;（2）prioritize learning situation and give enough pre-assessment;（3）analyze theme meaning and create question context flexibly;（4）analyze the internal logic of the passage and strengthen question relevance;（5）design questions of each part precisely to develop higher-order thinking.Finally,the author uses a middle school English reading discourse as an example to redesign the lesson,in order to produce some practical guidance for future question design.It is hoped that this study can evoke some thinking among English teachers about the integration of deep learning into question design and help improve the design of questions in English reading class and enhance students’ ability to think deeply.