Teaching Strategies for Senior High School English Reading based on Deep Learning

Tiantian Lei

doi:10.54691/1qv83825

Authors

Tiantian Lei

DOI:

https://doi.org/10.54691/1qv83825

Keywords:

Deep Learning; English Reading Teaching; Teaching Strategies.

Abstract

English reading plays a pivotal role in senior high school education. To enhance learning outcomes, it is crucial to adopt deep learning approaches in English reading instruction. This methodology encourages students to engage in critical thinking, apply knowledge, and appreciate textual significance. Taking the text “Time for a change?” as an example, this paper explores teaching strategies for senior high school English reading based on deep learning principles. These strategies prioritize nurturing learners’ English core competencies, fostering higher-order thinking, and enabling independent problem-solving. Through layered text analysis, knowledge transfer, and practical application, learners deepen their understanding and enhance their reading abilities. Additionally, the paper emphasizes self-reflection and multidimensional evaluation, guiding learners to view learning as a continuous process and adjust strategies accordingly.

Downloads

Download data is not yet available.

References

[1] Biggs, J.B. Teaching for Quality Learning at University (Open University Press, United Kingdom 1999), p.374-376.

[2] Chen Lifang. Research on High School English Reading Teaching Methods Aimed at Deep Learning: A Case Study of the Reading and Thinking Lesson in Unit 4 of the Compulsory Textbook Volume 3, People's Education Press. Middle School Curriculum Guidance, Vol 35 (2024), 123-125.

[3] Fu Yongqing, Liu Li & Liu Mengran. Practical Strategies for High School English Unit Teaching Aimed at Deep Learning. Journal of the Chinese Society of Education, Vol. S2 (2023), 106-109.

[4] Guo Hua. Deep Learning and Its Significance. Curriculum, Teaching Material and Method, Vol. 11 (2016), 25-32.

[5] Luo Yonghua. The Connotation and Construction of Deep Learning in High School English Classrooms. Curriculum, Teaching Material and Method, Vol. 06 (2021), 96-102.

[6] Marton F. & Saljo R. On qualitative differences in learning: I-outcome and process, British Journal of Educational Psychology, Vol. 46 (1976), 4-11.

[7] Wang Qiang, Sun Weiwei, Cai Mingke & Wang Jing. High School English Unit Teaching Design Aimed at Deep Learning. Frontiers of Foreign Language Education Research, Vol. 01 (2021), 17-25+87-88.

[8] Wang Yanpeng. High School English Extracurricular Reading Teaching Under the Guidance of Deep Learning Theory. Basic Education Curriculum, Vol. 08 (2022), 49-55.