Construction And Application Of Cultivating Model For Senior High School Students’ English Reading Literacy From The Perspective Of Deep Learning

In the era of core literacy,English reading literacy is not only an important way for students to develop their language and understand the world but also a basic skill and character for lifelong learning.Compared with reading ability.Compared with reading ability,it contains a more comprehensive connotation,emphasizing the basic literacy needed to promote students’ whole-person development.English reading literacy contains two parts: reading ability and reading character,which complement each other.Therefore,English teachers should not only cultivate students’ reading ability but also develop students’ reading character,finally achieving the purpose of cultivating students’ English reading literacy.The National English Curriculum Standard for General High School(2017 Edition,Revised in 2020)states that English teachers should research the text deeply to guide students to study and understand the thematic meaning expressed in the discourse in-depth,construct and internalize knowledge,and realize deep learning.Deep learning is meaningful learning based on understanding,characterized by higher-order thinking ability.Deep learning helps students acquire and process information at a deeper level,construct meaning,achieve a deeper understanding of reading materials,promote the development of multiple thinking as well as form good reading habits and have a more enjoyable reading experience.However,the current English reading teaching in senior high schools pays more attention to the teaching of language knowledge,but neglects the cultivation of English reading literacy.Therefore,there are many problems in the cultivation of English reading literacy,such as teachers’ superficial teaching and students’ shallow learning,difficulty in understanding texts deeply for students,and neglect of the educational value of English subjects.These are not conducive to cultivating senior high school students’ English reading literacy.Based on the constructivism learning theory and deep learning theory,this paper uses questionnaire method and experiment method to explore the following three questions:(1)What is the current situation of senior high school students’ English reading literacy?(2)Can the construction and application of the English reading literacy cultivating model from a perspective of deep learning improve students’ reading ability?(3)Can the construction and application of the English reading literacy cultivating model from a perspective of deep learning improve students’ reading character?In order to answer the posed three questions,a 16 week teaching experiment is conducted,which takes 82 students from two classes of grade two in a senior high school in Baoji as research subjects.The English reading literacy cultivating model constructed from the perspective of deep learning is implemented in the experimental class,and the traditional English reading teaching is implemented in the control class.The experimental data are collected through a variety of research tools such as test papers,questionnaires and interviews,and spss24.0 software is used for statistical analysis.The research results show that:(1)The English reading literacy of senior high school students has not reached the corresponding development goals,their reading ability needs to be improved,and they have not developed good reading habits and have poor reading experience;(2)The construction and application of English reading literacy cultivating model from the perspective of deep learning can improve students’ reading ability;(3)The construction and application of English reading literacy cultivating model from the perspective of deep learning can improve students’ reading character.This paper consists of six parts.The first part includes research background,research purpose,research significance.The second part talks about the definitions of deep learning and English reading literacy,as well as the related literature at home and abroad.The third part introduces Constructivism learning theory and Deep Learning Cycle.The research design part contains research questions,research subjects,research instruments,research procedures,and data collection.The fifth part analyzes and discusses the data collected from questionnaires,test papers,and interviews.The conclusion part consists of major findings,implications,limitations and suggestions for the further research.