A Survey On Deep Learning Of Junior High School Students In English Reading Class

With the arrival of the age of knowledge economy and further development in teaching reform in English course,whether learning can reach deep learning and how to promote students learning efficency have become hot issues in the field of English teaching and research,especially for English reading class which is one of the most important class types in English subject.Faced with the surface learning in current English class,including superficial nature,fragmentation in English reading class,it is urgent to promote deep learning for junior middle school students in English reading class.It means that the English reading class should cultivate students' comprehensive language ability and thinking level,also improve English subject literacy level of junior high school students.This paper focuses on the learning level of junior high school students in English reading class as the core,using literature research method combing the deep learning connotation,characteristics,theoretical foundation,interpreting the characteristics of English deep learning,and established five behavior dimensions of learning enthusiasm,deep processing of knowledge,communication and cooperation,knowledge application,self-reflection and self-evaluation coming within English discipline nature.It also uses the investigation method to collect and analyze the present study situation of junior high school students in English reading class by taking the junior middle school students of four classes in Grade Two and Grade Three as an example.And then the paper uses the visual form,graphic analysis questionnaire to made a judgement that the learning situation in the English reading course of junior high school students is not ideal in supplement of interview survey content.Then author analyzes the causes of the bad learning level and puts forward strategies for improvement from two aspects of students and teachers deeply,hoping to provide valuable references for junior middle school English teachers.This paper is divided into five parts to investigate the present situation of learning in English reading course for junior high school students.The first part is the introduction,including research background,research purpose and significance,literature review,concept definition and research ideas,research methods.Deep learning means that the learners play subjective initiative,learn new ideas and facts critically through their original cognitive experience,integrate them into the original cognitive structure by using kinds of methods to connect them in order to realize the deeply processing of knowledge.At last,learners are able to transfer and apply the knowledge into a new situation and make important decisions.The second part is the overview of deep learning theory,which first explains the cognitive theoretical basis of deep learning,and then this study summarizes the characteristics of deep learning on the basis of comparison with surface learning.The third part is the investigation process and results of sample selection.According to the five dimensions,we can conclude that students' learning fails to reach deep learning.The fourth part analyzes the causes of the phenomenon according to the two aspects of students and teachers.In terms of the students,the problem include the utilitarian and exam-oriented learning motivation,the improper use of the learning strategies.In terms of the teachers,the problem include the low consciousness of the theory,the lack of understanding of the students' experience level,the one-sided goal setting and the simplification of the teaching content and so on.Based on the former four parts in this study,the fifth part uses the theory of deep learning to improve the students' English subject literacy and deepen the reform of the English discipline through a meaningful and profound learning in English reading class from pre-reading,while-reading and post reading three stages.The promoting strategies during pre-reading include preevaluating students' background knowledge,strengthening the teaching goal of high order thinking,diversifying the way of leading-in for stimulating students'motivation and so on.In terms of while-reading,creating a positive classroom atmosphere,develop students' thinking by high quality problems,helping students to construct knowledge by thinking map and promoting the transfer within real context and so on.After reading,teachers should deepen reflective and developmental evaluation to promote junior middle school students deep learning in English reading class.