A Survey On Senior High School Students’ Deep Learning In English Reading

English Curriculum Criteria for Regular High School published by the Ministry of Education of People’s Republic of China in 2017 edition revised in 2020 put forward that guided by the thematic meaning,English reading should cultivate students’ ability of language understanding and expressing through a series of comprehensive and relevant language learning and thinking activities,and promote their deep learning of the reading content to realize the cultivation of the logical,critical and creative thinking ability and the implementation of core literacy of English subject.Based on the the core competences needed for the development of talent training in the21 st century and the requirements of English Curriculum Criteria for Regular High School,this thesis is a survey on senior high school students’ deep learning in English reading under the guidance of constructivism theory and meta-cognition theory.Both quantitative questionnaire and qualitative semi-structure interview serve as the instruments in this thesis.There are two research questions in this study:(1)What’s the level of senior high school students’ deep learning in English reading?(2)What are the factors influencing senior high school students’ deep learning in English reading?The research participants are 200 students of Grade Two in a high school in Guangdong Province.The major findings and results are stated as follows: firstly,senior high school students’ deep learning in English reading is on a medium level.To be specific,in terms of learning motivation of English reading,students’ extrinsic motivation level of English reading is higher,but the intrinsic motivation is insufficient;In the learning engagement of English reading,students’ behavioral,emotional and cognitive engagement in English reading are not ideal;As for the learning process of English reading,students perform well in the learning and understanding activities,but the level of applying and practicing and transferring and innovation activities that point to high order thinking ability is general;In the learning outcome of English reading,students need to improve their communication ability,cooperation ability and independent learning ability.Secondly,senior high school students’ low intrinsic motivation and interest in English reading,less reading engagement and extracurricular reading accumulation,lacking deep understanding of English reading and a lack of an English reading environment are the factors that influence their deep learning in English reading.Based on the above research results,this thesis puts forward some recommendations on how to promote the deep learning of English reading for senior high school students in order to provide reference for their deep learning and achieve the goal of core competence development.