A Study On Senior High School Students’ Deep Learning In English Reading Classes

Deep learning originates from positive learning emotions,emphasizing the cultivation of students’ high-level thinking abilities such as critical understanding,transfer application and problem solving.Its concept coincides with the new curriculum standard’s idea of cultivating students’ core competencies of English subjects.Due to the requirements of the English Curriculum Standards for Senior High Schools(2017edition revised in 2020),more and more attention has been paid to deep learning in English teaching in China.Reading,as a language input skill,is an important support for the achievement of students’ core competencies and deep learning.However,fragmented and surface learning still exit in high school English reading classes,which leads to the lack of high-level thinking ability of students.Based on it,this study investigates the current situation of senior high school students’ deep learning in English reading classes,aiming to addresses the following questions:1.What is the status quo of senior high school students’ deep learning of English reading classes in the dimensions of cognition,emotion and meta-cognition?2.Are there significant differences between males and females in various dimensions of deep learning in senior high school English reading classes?3.Are there significant differences between high,medium and low groups in various dimensions of deep learning in English reading classes?In order to answer the research questions,the study takes 286 students and 3teachers in Grade one of A Middle school in Huaibei as the research objects and takes questionnaire and interview as research tools to collect the data.SPSS23.0 was used to analyze the data through descriptive statistics,independent sample t test and one-way ANOVA to explore the status quo and group differences of senior high school students’ deep learning in English reading classes.The research results are as follows:(1)Senior high school students’ deep learning in English reading class is at the medium level.In the cognitive dimension,students perform well in evaluation,but there is much room for improvement in higher-level thinking like application,analysis and creation.In the emotional dimension,students have a good attitude and motivation to learn English reading,but not high interest in learning.In meta-cognitive dimension,learners lack self-reflection and self-evaluation in the reading process.(2)There are significant differences between males and females in deep learning of senior high school English reading classes,which are mainly manifested in the emotional dimension.Female students’ interest in English reading is significantly higher than that of male students.(3)There are significant differences in deep learning of English reading classes among students in high-score,middle-score and low-score groups.The performance of students in high-score group in three dimensions of cognition,emotion and meta-cognition is significantly better than that of students in middle-score and low-score group.This study theoretically enriched and improved the research of deep learning in senior high school English reading.In addition,based on the research findings,this study puts forward teaching suggestions to promote students’ deep learning in English reading classes,so as to provide practical reference for teachers to develop students’ higher thinking abilities and promote students’ deep learning in English reading classes.