A Study On The Design Of English Reading Assignment In Senior High School Based On Deeper Learning

As an important part of teaching and learning activities,English assignment is one of the effective ways to test,consolidate and give feedback on the effectiveness of teaching and learning.Therefore,English reading assignments are an important part of English reading teaching and a key factor in improving the quality of teaching.English reading assignments can influence not only students’ interest in reading,but also their English reading skills and the development of reading habits.At the same time,reading assignments also have an impact on students’ reading performance.However,the current design of high school English reading assignments has many problems such as single form,the amount and difficulty of the assignments do not fit with students’ cognitive level,which leads to the current situation that most students cannot complete their English reading assignments on time and with high quality.Students gradually lose confidence in their English learning and struggle to improve their English performance.Based on this,this research explores the design of high school English reading assignments from the perspective of deeper learning theory,aiming to explore a more productive way of designing senior high school English reading assignments.Based on deeper learning,this study explores the design of high school English reading assignments.Two parallel senior classes of high school at city of Chongqing were selected for the research,and an eight-week teaching experiment was conducted.This research attempts to apply deeper learning theory to the design of English reading assignments in senior high school through an empirical study,aiming to answer the following two research questions: 1)What is the impact of the English reading assignments based on deeper learning theory on students’ reading interests and their attitudes towards reading assignments? 2)What is the impact of the English reading assignments based on deeper learning on students’ reading performance? In the experiment,teachers designs English reading assignments for a senior high school based on deeper learning in the experimental class.Combined qualitative and quantitative methods,this research collects data through reading tests,questionnaires and interviews,and adopts SPSS to analyse the data.As to the first research question,it is found that the deeper learning-based English reading assignments can significantly improve students’ reading interests and their attitudes towards English Reading.Students at different cognitive levels have improved their motivation and self-confidence in reading.As to the second question,it is found that the English reading assignments based on deeper learning significantly improve students’ English reading performance.In conclusion,this research demonstrates the effectiveness and practicability of the design of high school English reading assignments based on deeper learning.Teachers should pay more attention to students’ cognitive levels in the process of designing assignments.Teachers should design English reading assignments to meet the cognitive level of students,to meet the needs of different students and to focus on the development of students’ overall competencies.However,there are certain limitations in this study,such as,the lack of research time and the lack of comprehensive assessment of students’ cognitive level,which is the driving force behind the cognitive level of deeper learning diagnostic study.