A Study On The Application Of Project-based Learning Aiming At Deep Learning In Senior High School English Reading

Deep Learning refers to the learning based on understanding,aiming at stimulating students’ intrinsic motivation to construct the meaning of learning content and transfer it to new situations.Deep Learning has attracted widespread attention in China since it was proposed,and its research mainly involves the connotation,characteristics,strategies,evaluation,etc.,and the main research participants are college students.At present,the New Curriculum Standards requires high school students to carry out Deep Learning.Still there is relatively little research on how to combine Deep Learning and related teaching methods into high school English classrooms.At the same time,the Project-based Learning not only has a certain complementarity with Deep Learning but also meets the requirements of the New Curriculum Standards for independent learning,cooperative learning and inquiry-based learning.Therefore,this thesis attempts to take Deep Learning as the goal and use the Project-based Learning as a method to apply it to high school English reading classes,and the author looks forward to exploring the impact of the Project-based Learning that aims at Deep Learning on the English reading for senior high school students.Based on constructivism and Structure of the Observed Learning Outcome(SOLO),the author selects 90 students from two parallel classes of the first year of a high school in Dalian,Liaoning Province,as the research participants to carry out teaching practice for four months(September 2021 to January 2022).The author would design teaching processes for Project-based Learning aiming at Deep Learning and apply it in high school English reading teaching.Three research tools are used to experiment: questionnaire,classroom observation,and test.The study focuses on three questions:(1)What are the effects of creating authentic situations of PBL on students’ intrinsic reading motivation?(2)What are the effects of implementing PBL on students’ meaning construction?(3)What are the effects of the achievements of PBL on students’ post-reading transfer?The study results show that the Project-based Learning aiming at Deep Learning positively impacts on high school students’ English reading learning.First,through the creation of authentic situations in the Project-based Learning,most students’ motivation toward English reading change from external motivation such as grades and teacher requirements to internal motivation of their own needs;second,in the process of implementing the Project-based Learning,through cooperative learning,students’ mastery of the learned content increases significantly,their dependence on teachers decreases,and their ability to independently make meaning construction improves;finally,in the process of outputting the achievements of the Project-based Learning,students’ participation in expressing and sharing increases,and their ability to synthesize different views and information and apply theory to practical problems improves.However,due to the influence of subjective and objective factors,this study also has some limitations,such as an insufficient number of research samples,limited research time,and lack of timely attention to the changes of students between levels.The author hopes that these problems can be improved in future related studies.