Status Quo Of Deep Learning In English Reading In Senior High Schools And Its Influencing Factors

The English Curriculum Standard for General Senior High School(2017 edition)demands that one of the most important goals of English language teaching should be to cultivate students’ core competencies of English subject.In other words,students are expected to be equipped with the fundamental qualities and key abilities to adapt to their personal and the social development.They should not only master key knowledge and skills,but have the ability to conduct critical thinking,effectively transfer knowledge and solve problems.All these requirements exactly coincide with what is advocated by deep learning.Since the new round of curriculum reform in China started in 2001,as a learning concept,deep learning has been advocated and developed in elementary English education,and grown into a hot spot of exploration.As a significant part of English class,reading teaching is an important support for the achievement of core competencies and deep learning,and how to foster students’ deep learning in English reading has also become a focus of English teaching.The study adopts quantitative method to conduct a questionnaire survey of 302 students in a senior high school in Nanchang,which aims to answer the following two questions:(1)What is the current status of senior high school students’ deep learning in English reading?(2)What are the factors which influence senior high school students’ deep learning in English reading? The results show that:(1)In the three dimensions of deep learning in English reading,the average scores of high-level cognition,integrative learning and reflective learning are 15.76,12.64 and 13.98 respectively,and the overall average score is 42.38,which are all in the score interval of the above medium level based on the division standards in the study.As for the overall score of items in the three dimensions,the overall mean value of high-level cognition,integrative learning and reflective learning is 3.15,3.16 and 3.50 respectively.Among them,the overall mean score of the reflective learning dimension is generally higher than that in the high-level cognition dimension and integrative learning dimension.(2)Through multi-dimensional multiple linear regression analysis,it is found that learner factors have a good predictive effect(p<0.05)on the three dimensions of deep learning in English reading.However,teaching method,teaching organization and teacher-student interaction in classroom environment factors respectively have no significant predictive effect(p>0.05)on high-level cognition,integrative learning and reflective learning.Overall multiple linear regression analysis reveals that both learner factors and classroom environment factors have a predictive effect(p<0.05)on deep learning in English reading,which can explain 62 percent of the variance in deep learning in English reading.Among the influencing factor variables,the standardized regression coefficients of learning engagement(Beta=0.237)and learning concept(Beta=0.167)rank first and second respectively.The study shows that the current senior high school students’ deep learning in English reading is at above medium level,and that students’ reflective learning ability performs better than their high-level cognition and integrative learning abilities.Both learner factors and classroom environment factors have an influence on students’ deep learning in English reading.Among them,learning engagement and learning concept in the learner factors have a greater impact on students’ deep learning in English reading.Based on the above conclusions,corresponding teaching suggestions are proposed to promote students’ deep learning in English reading and the cultivation of core competencies.