An Investigation Into The Current Situation Of Students’ Deep Learning In High School English Reading Teaching

With the deepening and promotion of the new curriculum reform of basic education in China,cultivating students’ core literacy and implementing the nurturing goals of the subject has become the main task at present.According to the requirements of the English Curriculum Standards for General High Schools(Revised 2020,2017 Edition)(hereinafter referred to as "Curriculum 2017"),the specific goal of English reading teaching in high schools is to enhance students’ reading ability,and then cultivate their own language ability,learning ability,cultural awareness and thinking quality,and other subject core literacy.Under the new college entrance examination environment,some problems have emerged in students’ English reading(Bi Ying,2020).For example,students’ reading content is relatively single and they have less time to read;due to the influence of exam-oriented education,students are more utilitarian in learning English;in order to get high scores in exams,most students do not have time to understand the connotation and meaning of the text,and thus their overall English reading ability cannot reach the desired level.This is still far from the requirement of "Curriculum Standard 2017" for students’ English reading ability.Research has shown that deep learning can effectively improve students’ reading and thinking skills.Deep learning is based on students’ understanding of the knowledge and promotes the development of students’ higher-order thinking skills by creating real problem situations and facilitating problem-solving.At present,there is relatively little research on students’ deep learning in English reading teaching in high schools in China.Therefore,this study focuses on investigating the current situation of students’ deep learning in high school English reading teaching.Students and teachers of Yiling Middle School in Yichang City were used as the research subjects,and data were collected by questionnaires,classroom observations and interviews.The questions of this research study focus on the following three aspects:(1)What is the current situation of students’ deep learning in high school English reading teaching?(2)What are the main problems of students’ deep learning in high school English reading teaching?(3)What are the main reasons for students’ deep learning problems in high school English reading teaching?The survey results show that high school students as a whole have not yet reached a deep learning level.The main problems are that high school students’ language skills are average;high school students’ cultural awareness is lacking;high school students’ thinking quality is weak;and high school students’ learning ability is not strong.Possible reasons include teachers’ insufficient knowledge and practice of deep learning;insufficient deep construction of reading goals;insufficient deep development of reading activities;and insufficient deep development of reading assessment.In response to the above,the following teaching suggestions are made: create authentic problem situations to promote the application and creation of knowledge;deconstruct the content of discourse in depth to deepen students’ analysis and evaluation;construct diversified reading activities to stimulate intrinsic interest and motivation;pay attention to classroom teaching evaluation to create a diversified and continuous evaluation.