Research On The Design Of Chinese Reading Learning Activities In Junior Middle School Based On Deep Learning

In recent years,deep learning has become a hot topic,not only because deep learning and core literacy both focus on students’ cognitive development,interpersonal communication and self-improvement,but also because deep learning theory is an important way to promote the curriculum reform of basic education and improve students’ comprehensive quality.With the implementation of the new curriculum concept,learning activities are also recognized by front-line teachers,which indeed provides a support point for optimizing classroom teaching.However,in practice,problems also gradually emerge.For example,teachers do not have a deep understanding of the theory of deep learning and the concept of learning activities,leading to students’ failure to form deep learning ability in the designed reading learning activities.In the design of reading learning activities,teachers prefer the form of learning activities to enrich the classroom,so that students can not improve the core quality of Chinese from the activities.Based on the theory of deep learning and learning activities,this paper analyzes the characteristics of Chinese reading learning activities based on deep learning.Later,it is found in the questionnaire survey and interview that deep learning exists in the implementation of reading learning activities in junior middle school.Emphasis on the analysis of text content,light on the exploration of text form;Random design of learning activities,fuzzy evaluation objectives and other problems.From the perspective of teachers,the attribution analysis is made from the following five aspects: teachers’ lack of understanding of the concept of deep learning;Teachers lack the awareness and ability to dig deep text content and expand learning resources;Teachers neglect to explore the form of text and prefer to design learning activities by selecting points in the text content.Teachers design learning activities pay more attention to the form,activities for activities;The evaluation method of learning activity is improper and the evaluation effect is not good.Based on the above problems and analysis of the reasons,this paper tries to combine the famous teachers and cases in practice to put forward learning activity design strategies to promote students’ deep learning,suggesting that teachers should grasp the wonderful sentence design activities in the reading text to understand the text connotation;Develop curriculum resources inside and outside the course to achieve the depth of text digging;Study the text form,understand the text form secret;Create activity situation to realize the transfer of text knowledge;Use scientific evaluation to improve learning activity validity.Finally,according to the fragment learning objectives,the above strategies are designed and practiced to obtain enlightenment,which can provide reference and help for promoting students to devote themselves to learning in reading learning activities and teachers to design reading learning activities with the concept of deep learning.