An Action Research On English Reading Teaching In Senior High School To Promote Deep Learning

Talent resources are becoming increasingly crucial in the struggle for complete national strength as the world becomes more polarized and the global economy develops.Faced with international competitiveness,our country urgently requires a diverse set of talents.According to the Ministry of Education’s General High School English Curriculum Standards(2017 Edition),it is required to achieve the core competencies of the English subject in order to build comprehensive talents in English learning.The core competencies of the English subject has similar characteristics to the deep learning,which promotes students’ development.Deep learning is conducive to the implementation of the core competencies of students in English subjects and the cultivation of comprehensive talents.Promoting students’ deep learning is closely related to teachers’ teaching.Nowadays,English reading teaching has problems such as shallowness,mechanization,and simplification.It is difficult for students to deeply understand the meaning of articles.This requires teachers to use powerful teaching strategies and design effective teaching models to promote students’ deep learning of English.Based on the paradigm of action research,this research uses questionnaire surveys,interviews and testing methods to conduct an 12-week action research on 51 high school students in Liaocheng No.3 Middle School,aiming to promote students’ deep learning of English reading.The questions are as follows:(1)What is the present state of deep learning among students in high school English reading classes?(2)Does the use of deep learning strategies by teachers promote students’ deep learning?(3)Does the achievement of deep learning in students’ English reading affect students’ English reading ability?To begin with,the questionnaire survey method was used in the early stages of action research to investigate the current situation of students in deep learning,to identify problems faced by students in deep learning,and to administer the first reading comprehension test to students in order to know their reading level.Second,in the first stage of action research,a deep learning teaching model is developed,along with the application of specific lesson examples,and students are interviewed after the first round of action research is completed,revealing the problems discovered in the first round of action research.Third,following the second round of action research,this study adapts the deep learning teaching model based on the problems discovered in the first round of action research,reapplies it,then performs a second questionnaire survey,interview,and reading comprehension test with students.Finally,the results of the two questionnaire surveys and two reading comprehension tests are gathered and examined,and the following conclusions are reached:(1)Students’ deep learning in English reading is now at a low level;(2)Teachers effectively promote students’ deep learning through deep learning teaching methodologies;(3)Deep learning of students’ English reading is positively connected with students’ English reading ability.This research has obtained the research results smoothly after conducting the action research,but there are still many drawbacks in this research,such as insufficient sample size,single selection of materials,and short research period.In summary,this study offers some suggestions for future research on deep learning in English reading instruction in senior high school,as well as a point of reference for English reading reform.