A Study On Obstacles In English Reading Comprehension Of High School Students Based On Deep Learning

Reading is an important part of English learning and the main carrier for high school students to learn linguistic knowledge and improve their comprehensive quality.There is a widespread phenomenon of shallow learning in reading teaching and learning.While reading,high school students cannot deeply understand the discourse.Language learning is separated from meaning exploration.So it is difficult for students to improve their reading competence and capacity.Recently,deep learning,both as a learning concept and a learning style,is of great significance and value for teachers to guide students to transform from passive and mechanized shallow learning to active and challenging deep learning,aiming to sharpen students’ English reading ability.It also provides a new research perspective for English reading teaching in senior high school.On the basis of identifying the essential features of deep learning and the research of domestic and foreign scholars,this paper combines deep learning with English reading comprehension to survey the obstacles in English reading comprehension of high school students.The research contents are as follows:(1)What are the obstacles in English reading comprehension of senior high school students?(2)From the perspective of deep learning,what are the causes of these reading comprehension obstacles?In this study,186 senior two students in Shouguang No.1 middle school in Shandong Province were investigated by questionnaire,and 4 English teachers and 8 senior two students randomly selected were interviewed.Then,the data collected from the questionnaire were counted and analyzed using Excel statistical software in Windows operating system,and the interview transcripts were sorted out and analyzed.Through analysis,this paper draws the following conclusions:1)There are two major obstacles in English reading comprehension: linguistic obstacles and non-linguistic obstacles.The linguistic obstacles include vocabulary,syntax,discourse and subject.Background knowledge,cognitive psychology(including attention,reading habits,learning motivation and confidence),reading strategies,and learning plan are included in the seven non-linguistic obstacles.2)When it come to the teachers,their own theoretical cognition to deep learning is insufficient.There exist traditional teaching models characterized by students’ passive acceptance;As to the students,the phenomena of mechanized shallow learning in discourse learning are serious.Students are not easy to be fully devoted to actively studying and carrying on the challenging reading activities.On the basis of the research conclusions,improvement strategies from two main bodies are correspondingly put forward,proposing senior high school English reading teaching strategies and learning strategies that point to deep learning.It is hoped that this study can provide some references for the teaching practice of English reading in Shouguang No.1Middle School,so as to improve students’ English subject literacy,enhance their reading comprehension level,and promote the English subject reform in our school.