Research On High School Whole Book Reading Teaching Under The Perspective Of Deep Learnin

How to improve the effectiveness of whole book reading teaching is an important topic of concern in high school language education research.Most of the existing studies have discussed the meaning and value of whole book reading teaching from a theoretical perspective,and the proposed teaching strategies are somewhat generalized.This study follows a mixed research paradigm and uses literature analysis and questionnaires to gain an in-depth understanding of the current problems of whole book reading teaching in high schools and to make objective attributions based on empirical research data.In view of these problems and causes,the study points out the suitability,feasibility and basic principles of adopting "deep learning" theory to guide whole-book reading teaching in high school.On this basis,the study proposes the implementation strategies of whole-book reading teaching in high school under the perspective of deep learning.The study found that the current whole-book reading teaching faces serious challenges.First,there is alternative reading,with teachers’ explanation instead of students’ reading,and teaching reference abridged books instead of original reading,neglecting the construction of students’ whole book reading experience.Second,generalized reading,the lack of necessary intensive reading in teaching,ignoring the differences in the genre of the whole book,and the lack of cultivation of students’ higher-order thinking skills.Third,the context is empty,the teaching is not enough to restore the background of the times,the lack of reading situation needs,ignoring the relevance of the whole book context,resulting in a clear tendency to task.Fourth,strong utilitarianism,teaching overly concerned with the examination questions and answering skills,evaluation of learning outcomes,and neglect of the important role of process evaluation.These problems arise,on the one hand,because of the large time demand for whole-book reading and the relative lack of class time;on the other hand,because of the long-term dominance of single-text selection teaching,but the whole-book reading has not yet formed a suitable model;in addition,also because of the lack of evaluation mechanisms for whole-book reading teaching,so that students are not motivated to read.Facing the problems and reasons,it is necessary to introduce deep learning theory to guide whole book reading teaching.First of all,deep learning is compatible with whole book reading,which can help develop students’ core literacy,develop good reading habits and establish a diversified reading evaluation mechanism.Secondly,the study is feasible because,firstly,the new curriculum standard of high school language provides teaching guidance for the task group of "whole book reading and seminar";secondly,the existing theoretical research provides support for deep learning of whole book reading;thirdly,schools and teachers provide material and teaching conditions for deep learning of whole book reading;fourthly,high school students The development of this subject’s thinking is pressing for maturity.Based on deep learning to carry out whole book reading teaching should follow the following principles: the principle of authenticity,based on students’ true interpretation of the original;the principle of systemic,from the overall construction of the whole book reading experience;the principle of subjectivity,fully respect the subject position of students;the principle of contextual,create the whole book appropriate learning context;the principle of development,whole book teaching to improve students’ whole book reading literacy.Based on deep learning to carry out whole book reading teaching in high school,first,scientific planning of teaching time,in teaching by focusing on relevant influencing factors,focusing on students’ reading experience accumulation,based on the original book,to ensure that the reading activities "real occurrence".Secondly,we emphasize the development of students’ multidimensional abilities,from providing students with skimming and browsing methods,integrating text information,and constructing different text reading experiences,to cultivating students’ higher-order thinking skills for the whole book.Again,emphasis is placed on problem-driven questions to motivate students to read,to address students’ reading needs,and to build contextual relevance to construct students’ whole-book reading experiences.Finally,we emphasize process evaluation,highlighting the "visibility" of teaching evaluation by focusing on the target audience,emphasizing guided reading skills,enhancing core literacy,and establishing multiple evaluation mechanisms.With these strategies,we can promote the deep learning of whole book reading from theory to practice.