Research On The Teaching Of Whole Book Reading In Junior Middle School From The Perspective Of Deep Learning Theory

In today’s world,simple mechanical memorization of shallow concepts,fixed collocations and other structural knowledge can no longer meet the needs of the new era of talent training,"based on the development of students’ core literacy" is not only the 2022 version of the "Compulsory Education Language Curriculum Standards" advocated by the curriculum concepts,but also a concentrated embodiment of the value of the language discipline nurturing.As an important initiative to deepen the implementation of language curriculum reform in basic education,whole book reading teaching has become a hot topic in language research in recent years,which has the benefits of helping students to enrich their language accumulation,enhance their sense of language,develop their thinking,cultivate their emotions,improve their personality and enlighten their life.However,the current status quo of whole book reading teaching in junior high school is not optimistic,facing serious challenges such as superficiality of teaching objectives,homogenization of teaching process,and fragmentation of teaching content.Deep learning is a kind of immersive learning pattern that emphasizes integration and construction,personalized experience,migration and application,and higher-order thinking.It fully highlights the students’ subjective position,emphasizes the mastery of non-structural knowledge such as complex concepts and deep logic on the basis of comprehension,the internalization and generation of knowledge and experience in personalized emotional experience,and the migration and application of knowledge in real-life situations,so as to continuously improve the ability to think in a higher-order way.Thinking ability.Deep learning theory not only highly fits the pursuit of language core literacy in the new curriculum reform,but also provides a new path to break through the actual dilemma of middle school whole book reading teaching.This paper consists of three parts:introduction,body,and conclusion.The introductory part focuses on the background,significance,and methodology of this study,and combs through the current relevant research results in detail.The main text consists of three chapters: the first chapter uses the literature research method to expound the relevant concepts,characteristics,and values of junior high school whole book reading teaching under the perspective of deep learning theory;the second chapter uses the questionnaire survey method and interview method to investigate the current situation of junior high school whole book reading teaching under the perspective of deep learning theory,and finds that there are problems such as weak integration and construction ability,insufficient personality experience,and slack thinking training,etc.,and investigates the reasons leading to the formation of these problems.And reasoning and analysis of the reasons leading to the formation of these problems,on the one hand,because of the superficiality of the teaching objectives,the classroom qualities are not obvious enough,on the other hand,because of the homogenization of the teaching process,the lack of innovation in teaching design,in addition to the fragmentation of the teaching content,the existence of utilitarian test-taking mentality;the third chapter of the depth of learning theory as a guide,combined with the Department of the junior high school textbook of the whole book reading chapters and the requirements of the reading guide.We try to put forward corresponding teaching improvement strategies for the problems analyzed in the survey interviews.Firstly,optimize the teaching design,promote the overall generation of goals,emphasize the students’ main position,and highlight the personalized construction of teaching;secondly,deepen the teaching process,comprehensively implement the development of individuality,and create rich and interesting reading activities with the main problem as the entry point,stimulate the students’ motivation to read,pay attention to the students’ affective experience,and build the students’ Finally,integrate the teaching content,promote students’ higher-order thinking,and enhance students’ thinking quality by providing them with diversified forms of representation and creating authentic problem situations.With reference to these teaching improvement strategies,we hope to build a practice system for teaching whole book reading in junior high school under the perspective of deep learning theory.