A Study On Deep Learning Of Junior High School Students In English Reading Class

In today’s globalized world,English is an indispensable language and reading comprehension is an important aspect of learning English.At present,English reading instruction in secondary schools is fragmented and superficial,which makes it difficult to develop students’ thinking skills.A comprehensive study of English reading instruction in secondary schools from an in-depth learning perspective can help improve students’ overall language use and is important for improving basic English literacy as well as understanding and absorbing the wonderful Chinese culture.This study analyses the current situation and factors affecting students’ deep learning in high school reading classes through a student survey,teacher interviews and classroom observations,and proposes possible countermeasures to promote students’ deep learning in high school reading classes in order to improve English reading skills and thus contribute to English language reform.In addition to the influence and characteristics of deep learning,Bloom’s cognitive goal classification theory,Constructivist learning theory and Metacognitive theory were used to construct the five dimensions of this study(learning action,deep information processing,communication and collaboration,transfer and application,and evaluation and reflection).The aim of this study was to investigate the current state of deep learning in English reading lessons at secondary school.The research questions were formulated as follows:(1)What is the current situation of students’ deep learning in secondary English classes?(2)What factors influence deep learning in English reading lessons for secondary school students?(3)How can the deep learning of secondary school students in English reading classes be improved?The study found that junior high school students’ learning in English reading classes has not reached the level of deep learning.At the student level,research shows that student motivation is extrinsic and learning strategies are not properly applied;At the teacher level,it shows that teachers’ understanding of deep learning theory is superficial,and they lack understanding of students’ previous experience,while there are one-sided learning objectives and superficial course content.Based on the above findings,this study stimulates students’ learning motivation from the pre-reading stage,such as understanding students’ learning situation and background knowledge,setting advanced reading goals,and diversifying introductions.In the middle stage,strategies such as creating real reading situations,designing high-quality deep learning problems,and guiding students to use mind maps to deeply construct knowledge are used;In the post-reading stage,such as strengthening reflective assessment,guiding students’ peer evaluation,and assigning strategies for social practice homework.