A Study On English Reading Instructional Design Of Junior High School From The Perspective Of Deep Learning

Deep learning takes the development of students’ high-order thinking ability as the core,and it focuses on improving students’ problem-solving ability.Consequently,deep learning can meet the needs of China’s innovative talent training.However,in English reading teaching in junior high school,teachers generally teach knowledge in a shallow teaching way.Accordingly,students cannot acquire the deep understanding of discourses.Therefore,students in junior high school are generally in a shallow learning state.In order to change this situation,it is of great significance to study the instructional design of English teachers.Teachers should adopt deep teaching model so that students can achieve deep learning.Nevertheless,the author sorted out the literature and found that,there were fewer studies on the integration of deep learning and instructional design in English reading teaching in junior high school.Therefore,it is necessary to carry out a research on the teaching design of English reading teaching in junior high school,which is also the innovation and significance of this research.This study selected 230 students and 8 English teachers randomly as research subjects from one of middle schools in Liaocheng.The research questions are as follows:(1)What is the students’ current situation of English reading in junior high school ?(2)What is the English teachers’ current situation of instructional design of reading?(3)How to develop teaching design of English deep reading in junior high school?In order to solve the research problems,the author used the questionnaire method to analyze students’ current situation of English reading,and he used the interview method to analyze the English teachers’ current situation of instructional design of reading.This study found that there were some problems to hinder students from deep learning,such as the lack of learning interest,insufficient learning investment,and poor cognitive level.Therefore,students do not meet the requirements of deep learning.There are some deficiencies in the cognition of deep learning’s concept among teachers,and there also exist deficiencies in the analysis of students,teaching objectives,teaching contents and evaluations.Teachers lack the instructional design of deep reading.To solve these existing problems,the author constructed a flow chart of the teaching design of deep reading.From the aspects of the analysis of students,teaching objectives,activity design and evaluation design: the author offered some strategies to improve the current situation of English teaching design in junior high school:(1)to analyse students scientifically and integrate learning contents(2)to make deep learning objectives and focus on ability advancement(3)to design deep reading activities to guide students to achieve deep learning(4)to lay emphasis on deep learning evaluation to form a deep learning circle.Based on this,the author have developed an instructional design of deep reading with a specific article to provide reference for front-line teachers.