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Research on High School English Reading Teaching Based on Deep Learning

Author(s)

Chunxue Yang

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China

Abstract

The 2017 Edition of the General High School English Curriculum Standards (revised in 2020) has designated “the core competencies of the English discipline” as the overarching objective of classroom instruction. As a foundational pillar of English language education, reading instruction serves as the primary medium through which these core competencies are translated into daily teaching practice. Nevertheless, contemporary high school English reading pedagogy is plagued by pervasive problems of teacher-centered "spoon-feeding" delivery and fragmented surface-level learning, which severely hinders the cultivation of students' higher-order cognitive skills and the improvement of their integrated language application capabilities. Deep learning, which centers on fostering learners' higher-order thinking development, cross-context knowledge transfer, and complex problem-solving abilities, demonstrates strong alignment with the core competency cultivation requirements. It has thus emerged as a crucial theoretical underpinning for driving the in-depth reform of high school English reading instruction. Adopting a systematic literature review methodology, this study comprehensively sorts out and clarifies the core conceptual connotations of both deep learning and English reading teaching, and conducts a comparative analysis of relevant research advancements across theoretical, methodological, and practical dimensions from both domestic and international perspectives. This study employs a literature review method to systematically sort out the core concepts of deep learning and English reading instruction, and compares and analyzes the theoretical, methodological, and practical research progress of deep learning both domestically and internationally, as well as the current state of research on the integration of deep learning and English reading instruction. The study finds that relevant research has formed a relatively systematic theoretical framework, but still faces issues such as insufficient targeting of localized teaching models, disconnection between evaluation systems and teaching practices, and weak interdisciplinary integration research. This study aims to clarify the research context and development trends in this field, providing references for subsequent explorations and theoretical research on high school English reading instruction oriented towards deep learning, and helping to truly implement the core competencies of the English subject in classroom teaching.

Keywords

Deep Learning; English Reading Instruction; Review

References

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