The Research On Deep Reading Teaching Of English Class In Junior High School

Reading is important to students' learning and their daily life.Not only can they get all kinds of information by reading but also they can get their way of thinking and ability improved,as well as their character shaped.Deep reading,as a reading style,doesn't just require readers understand the main idea of the text,but also analyze its structure and recognize the writer's cognitive process.what's more,readers need to discover the connotation of the reading material to make the text is meaningful for the reader.All in all,deep reading which focus on the quality of reading helps readers understand the text broadly and deeply.Text reading in English class is crucial to both students' academic achievement and their further self-development,because students' reading ability and skills in English reading cultivated in junior high school not only affects their reading level in senor high school and college,but also has an influence on their ability to integrated into the information society and to develop themselves by understanding the advanced thoughts and technology in the world.However,the current research about deep reading in junior high school English class is not enough,because most of the work that has done before stresses on teaching skills,namely,it pays more attention to teaching technology.In fact,the improvement of teaching quality in class needs more than teaching skills.Therefore,it is meaningful to do research on the theory of deep reading teaching.This research,based on the deep learning theory,Discourse teaching theory and the theory of knowledge structure,studies the reading and thinking activity in different levels of deep reading so as to show the structure and features of deep reading.Moreover,the author investigates the current situation of reading teaching in junior high school and the result indicates that most of the reading in English class belongs to surface reading.In order to provide correct suggestions,the author analyzes the factors that contribute to the surface reading.Besides introduction,the thesis consists of three parts.In the first chapter,the author discusses deep reading in junior high school in English reading class and its developmental value.firstly,it confirms the connotation of deep reading by comparing deep reading with surface reading and effective reading to make what deep reading is clearer.Then the author talks about where the depth of reading lies in reading activities and how many levels of the reading activity consists of.after this,the author also focus on what the manifestation of each level is in English reading teaching,and what kind of reading activity can achieve this goal.In addition to this,the author discusses the developmental function of deep reading to both the students' ability and their class life quality in English reading.In the second chapter the author mainly starts an Investigation and analysis on the current teaching situation of English reading class in Junior high school.In order to know the real status of the current English reading and to find out the problems existed in reading teaching.In this part,the author starts the investigation and gathered the data by observing the reading class and talking to the teachers who conducts the reading teaching and the students in the class.From the related data,we can tell the fact that reading teaching is lack of depth.To realize the transformation of reading teaching from just focus on language points to deep reading,the author tries to seek out the reasons.In the third chapter the author discuss the way and choice to reach deep reading in English reading class in Secondary school.According to the analysis of the deep reading teaching theory and the fact of current situation in English reading class in school.The author provides some way and methods for English teachers who are guides for middle school students in English reading.There are three things the teachers need to do to ensure the quality of English reading.First of all,they need to do change their traditional concept of knowledge that knowledge is just about the elements that make up the text,such as the words,sentences and grammar.Secondly,they has to transform the reading teaching pattern in the class that teachers instill the knowledge to students.Last but not least,teachers require to improve their wisdom of teaching.