A Study On English Reading Teaching Strategies For Senior High School From The Perspective Of Deep Learning

With the continuous deepening of English curriculum reform,deep learning becomes an important way for English course reform oriented by core literacy.Deep learning puts higher requirements for English reading teaching,which promotes the improvement of reading teaching quality by teachers.Deep learning emphasizes that students should participate actively in learning activities,construct their own knowledge structures,solve problems creatively by transferring what they have learned to new contexts.Students’ positive emotions,higher-order thinking skills and value judgments can be developed in the deep learning process.Based on this,this study attempts to solve three research problems:1.What is the current situation of high school students’ deep learning in English reading?2.What are the main teaching strategies for high school English reading from the perspective of deep learning?3.What is the effect of high school English reading teaching strategies from the perspective of deep learning on students’ reading quality?To solve these three problems,the researcher first conducted a questionnaire survey of55 students in class 11 of the first year of Y high school in Guang’an City,Sichuan Province.It was found that the overall level of high school students’ English reading deep learning is relatively low.Secondly,the reasons for this phenomenon are analyzed through interviews:teachers have both old and new teaching philosophy in reading teaching,leading to a solidification of the teaching mode;the teaching design focuses on form,and the classroom atmosphere is not active enough;the teaching evaluation is single,and the feedback on reading is oversimplified.Based on the results of the questionnaire survey and interviews,under the guidance of Bloom’s Taxonomy and the Constructivism theory,the researcher explored teaching strategies that are suitable for English reading teaching based on the intrinsic characteristics and implementation mechanisms of deep learning and relevant teaching strategies.The researcher conducted a three-and-a-half-month teaching experiment to examine the actual effects of these strategies.The experimental results show that the high school English reading teaching strategies based on the perspective of deep learning can significantly improve students’ reading grades,enhance their interest and participation in reading learning,and help them achieve deep learning in reading.This study formulates effective strategies for English reading teaching from the perspective of deep learning,which not only promotes interdisciplinary research between deep learning theory and the discipline of English learning,but also enriches the theory of reading teaching.At the same time,it provides new approaches for teachers’ reading instruction,fulfilling the function of subject education and promoting the all-round development of students.