An Action Research On The Application Of Deep Learning Strategies To Senior High English Reading Teaching

As a major subject in senior high school,English plays an important role in cultivating students’ core competence.The English curriculum standard for senior high school(revised in 2020)accurately refines the specific features of core competence.It is an inevitable requirement for English teaching aimed at cultivating core competence to change learning methods,guide students to deeply participate in the teaching process,and move towards deep learning dedicated to problem solving.As an important part of English teaching,reading teaching plays an important role in improving students’ comprehensive English ability.The combination of deep learning and English reading teaching in senior high school is not only in line with the development concept of students’ English subject core competence,but also an inevitable choice for the reform of reading teaching in the information age.According to this,this paper,based on the paradigm of action research,adopts the research tools of questionnaire,reading test,semi-structured interview,etc.,to carry out a 16-week action research on 57 students in Class 10,Grade 1 of a senior high school in Xuzhou,Jiangsu Province,with the aim of promoting students’ deep learning of English reading,exploring the correlation between deep learning strategies and English reading teaching in senior high schools,and the effectiveness of improving the English reading level of senior high school students,It is expected to provide reading teaching reference for English teachers in front-line senior high schools,as well as practical strategies and reference suggestions.The purpose of this research is to explore the following research questions:(1)What is the current situation of students’ reading performance and the use of deep learning strategies in senior high school English reading teaching?(2)Through this action research,what aspects of deep learning strategies have students improved their use in senior high school English reading teaching?(3)Is the deep learning strategy effective in improving students’ English reading performance and where is it embodied?This action research is divided into four stages.First of all,before the start of the action research,researching the current situation of students’ deep learning strategies in senior high school English reading teaching through a questionnaire survey,and conducting a reading test on them to understand their current English reading performance.Secondly,in the first round of action research,students was designedly guided to apply deep learning strategies in the process of English reading,and they would be interviewed after the first round of action to find problems.Thirdly,carrying out the second round of action research after the plan was revised based on the problems reflected in the previous students’ questionnaire,reading test and the first round of interview data.Finally,at the end of the action study,the students were again surveyed with questionnaires,reading tests and semi-structured interviews,and the quantitative data obtained from the two questionnaires and reading tests as well as the qualitative data obtained from interviews were collected and collated with statistical software to analyze and summarize the action research.The results show that:(1)Before the action research,the students’ English reading performance was generally weak,and they didn’t used to adopt deep learning strategies in the reading process.(2)Through this 16-week action research,students significantly improved their use of deep learning strategies,with an increase in the mean values of pre-learning strategies,knowledge integration strategies,and evaluation strategies of 1.424,1.2855,and 0.7661,respectively.(3)In the teaching of senior high school English Reading,there is a significant positive correlation between deep learning strategies and senior high school students’ English reading performance.Deep learning strategies can effectively improve senior high school students’ English reading performance.Based on the research results,this action research achieved the expected goals overall,but there are still some shortcomings,such as the short research period,the small sample size,and the relatively simple research tools.In order to further improve the credibility and reliability of the research,future similar studies should focus on lengthening the research period,expanding the sample size,broadening the scope of sample selection,and also enriching the application of research tools.In a word,this study provides some specific reading strategies and suggestions for English teachers in senior high school to refer to,and also provides some ideas for future research on deep learning in English reading teaching.