A Study On The Current Situation Of In-depth Learning Of English Reading In Junior High Schools And The Path To Enhancement

In the context of the new curriculum reform,the improvement and cultivation of students’ English reading ability and reading habits are attracting more and more attention.However,at present,there are still some problems in the learning of English reading students in secondary schools in China,such as: shallow understanding of reading contents,fragmentation of reading learning,and utilitarianization of reading purposes.Based on the basic theory of deep learning,this paper discusses in depth the connotation and important features of deep learning,combines previous research with the actual situation of current junior high school students’ English reading,conducts a study on the current situation of junior high school students’ deep learning in English reading,distributes questionnaires,is supplemented by interviews,and discusses its attribution with the findings.Taking the situation of students’ deep learning in junior high school English reading classes and teachers’ understanding and actual teaching of deep learning in English reading classes as the main subjects,and using deep learning theory as the basic,the study attempts to improve students’ reading ability,tries to change students’ utilitarian conceptions and superficial understanding of reading,and tries to explore a feasible and effective improvement path for junior high school English reading teaching.The study found that students’ deep learning in junior high school English reading classes was not satisfactory,with poor performance in the dimensions of analysis and questioning,reflective evaluation and transfer and innovation,while students’ extrapolated motivation,single and mechanistic English reading strategies,teachers’ insufficient knowledge of deep learning and teachers’ individual differences in deep learning-based reading classes hindered students’ deep learning.Finally,in response to the above situation,this study proposes three ways to promote students’ deep learning in junior high school English reading classes,including diversifying introduction methods to stimulate students’ motivation,creating realistic situations to promote deep experience,using high quality The study also suggests that teachers should take the initiative to strengthen their professional learning and improve their theoretical knowledge in order to provide valuable references for junior high school English reading teaching.At the same time,the study also reflects on the meaning of deep learning in the traditional English reading classroom,so as to reconstruct the conceptual model of the English reading class,change the fragmented and superficial reading learning of students,and enable students to form correct values,become learners with solid basic knowledge,and have the ability to learn independently,analyse and question,reflect and evaluate,cooperate with each other,and transfer and create.The students will become excellent learners.