An Investigation Of Deep Learning Of High School Students In English Reading Class

Since the promulgation of English Curriculum Standards for Senior High Schools(2017 edition,revised in 2020),cultivating students’ core competence has become the focus of educational research.The content emphasized by Deep Learning harmonizes with the content of core competence.The development of Deep Learning is of great significance to strengthen students’ core competence of English subjects.As a way of language input,reading is the focus of English learning.However,Deep Learning has not attracted the attention of teachers and students at present.At the same time,due to the lack of teachers’ guidance,most students fail to pay attention to the culture,thoughts and emotions behind the text.It is difficult to develop students’ high-level thinking,transfer-application and problem-solving ability.Although Deep Learning has attracted the attention of some researchers in recent years,a review of relevant research and literature at home and abroad shows that most studies on Deep Learning for high school students focus on teaching strategies,while few studies on the status quo of Deep Learning in English reading classrooms for high school students.Therefore,the study takes Constructivism Learning Theory,Meta Cognitive Theory and Deeper Learning Cycle as the theoretical framework,takes 187 high school students in a high school in Nanchong City as the research object,collects data with questionnaires,interviews and classroom observation as the main research methods,and analyzes data through SPSS26.0,aiming to answer the following two research questions:(1)What are high school students’ cognition and attitude towards Deep Learning in English reading class?(2)What deep learning strategies do high school students usually use in English reading class?After analyzing results of the questionnaire and interviews,the findings are as follows: 1.Some students believe that deep learning can enrich English reading class,deepen their understanding of the topic of the article and exercise their thinking ability.However,due to heavy learning tasks and excessive emphasis on grades,two-thirds of students believe that deep learning in high school English reading classes will bring them more learning pressure,occupy limited class time and do not improve their English scores markedly.2.Although few students know deep learning theory,they have learning behaviors that can reflect deep learning in English reading class.In these deep learning behaviors,students mainly use planning strategy,integrative strategy and reflective strategy.Based on the above research results,this paper combines the theory of Deep Learning to put forward suggestions on how to promote deep learning in English reading for high school students,and points out the research limitations and future research directions.