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

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.