








































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 5, No. 1, 2024 
www.scholink.org/ojs/index.php/eshs 

1 

Original Paper 

English Reading Teaching in Senior High School from the 

Perspective of Deep Learning 
Li Xiaofan1* 

1 Department of Foreign Languages, Taiyuan Normal University, Jinzhong City, China 
* Li Xiaofan, Department of Foreign Languages, Taiyuan Normal University, Jinzhong City, China 

 

Received: December 27, 2023     Accepted: January 6, 2024      Online Published: January 15, 2024 

doi:10.22158/eshs.v5n1p1                         URL: http://dx.doi.org/10.22158/eshs.v5n1p1 

 

Abstract 

The introduction of the concept of deep learning has led to a change in the way of learning, and a new 

teaching concept has been constructed from the aspects of learning content and overall understanding. 

In English, students must construct a comprehensive, detailed and systematic knowledge structure 

when reading and master language under the premise of deep thinking, and then absorb and internalize 

it through dialectical thinking. Practice shows that the combination of deep learning and senior high 

school English reading teaching conforms to the law of English teaching development, and is also an 

effective strategy to optimize and upgrade English reading teaching. Therefore, on the basis of 

summarizing the connotation and characteristics of deep learning, the author put forward targeted 

suggestions according to the existing problems. 

Keywords 

deep learning, senior high school, English reading teaching 

 
1. The Connotation and Features of Deep Learning 

Deep learning is a kind of students’ learning in teaching, rather than students’ self-study. It emphasizes 

students’ active understanding of knowledge, the cultivation of higher-order thinking such as critical 

reflection, and the improvement of learning ability such as problem solving. Students need to master 

the subject knowledge, extract the essential core and thinking methods of the subject. High internal 

learning motivation and correct values have consistency with the core quality proposed in the current 

education. 

As for the features of deep learning, firstly, it is highly engaged. Learning engagement is the 

prerequisite and condition for deep learning. True deep learning can only be achieved when the learner 

is highly engaged, actively engaged, and even selfless. Deep learning requires students to actively 



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participate in learning. Some studies have pointed out that students’ learning engagement has a positive 

impact on knowledge, ability and value acquisition. Secondly, it emphasizes information integration, 

which emphasizes associating new information with known concepts and principles and integrating 

them into the original cognitive structure, so that the understanding of new knowledge and information 

can be maintained over the long term and the knowledge can be applied to reality. Thirdly, it is 

purposefully transferred and applied. It requires learners to have a deep understanding of the learned 

knowledge, judge and grasp the key elements of it, and be able to apply the learned knowledge in 

different contexts.  

 

2. Current Problems in English Reading Teaching in Senior High Schools 

2.1 Lack the Specific Textual Interpretation 

Reading teaching is different from memorizing words and learning grammar, and there is no specific 

method for reading teaching. Students’ classroom learning mainly relies on teachers’ guidance. Some 

teachers set too broad teaching goals in the teaching process, for example, the following words and 

sentences need to be mastered through the study of this article. In that case, this goal is too 

stereotypical and does not specify what knowledge and skills should be mastered through learning and 

how to apply what is learned to actual reading. There is also a lack of operability in the setting of 

teaching objectives. Some teachers set “improving students’ reading ability” as the teaching objective, 

but there is no clear explanation on the way and method to improve reading ability and which part of 

reading ability to improve. The teaching goal lacks the exploration to the theme meaning of the article, 

so that students cannot dig out the deep meaning behind the article, which can help students obtain the 

emotional experience of the article. 

2.2 Question Design Lacks Cognitive Order 

Teachers will use a variety of teaching methods in the process of teaching. They ask questions in class, 

which sometimes deviates from students’ basic understanding. For example, when they use the 

keyword humour before the class, some teachers ask as follows: “Do you know some kind of humour?” 

Such questions is superficial, which is a common sense problem and lacks teaching logic. In addition, 

questions related to details also need to be carefully considered before students answer them. In real 

teaching, however, some questions lack hierarchy and progression, and deep-seated questions require 

students to understand the logic of the article before they can be answered. The setting of such 

questions makes the steps of classroom questioning unable to play a role effectively, and only ask 

students questions in a cramming way. Although the basic teaching steps have been completed, they 

have not played a practical role. 

2.3 Lack the Guidance of the Topic of Text 

In the process of reading teaching, some teachers tend to explain meanings of paragraphs one by one. 

The explanation process is often based on the translation of the article. The explanation of each 



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paragraph is not coherent, and there is a lack of main line awareness in the setting of questions and the 

selection of keywords. For example, in the lesson named Reading A Master of Nonverbal Humour, the 

teacher sets different teaching objectives for different paragraphs, sorts out the time line in the second 

paragraph, and puts forward key words such as “in 1889” and “by his teens”. In the third paragraph, 

students are guided to extract Chaplin’s character, including appearance, experience, etc. The fourth 

paragraph focuses on the restoration of film scenes, which can be carried out by asking questions. Such 

teaching link setup deals with each paragraph, but it is not coherent in terms of wholeness and 

systematism, and lacks the guidance of article theme. Students’ learning stays at the stage of extracting 

paragraph information, which affects deep learning. 

2.4 The Major Points Deviate from What-they-should-be in Reading Teaching 

English reading learning is a process of continuous accumulation. Through reading learning, students’ 

interest in English learning can be stimulated. At the same time, the vocabulary accumulated by reading 

learning. However, in the specific teaching process, teachers pay more attention to the improvement of 

students’ scores and distinguish students’ learning ability according to their scores. Some teachers pay 

attention to the explanation of words and grammar in class and unable to pay attention to the 

differences in different students’ learning levels. Some students with poor English foundation can only 

memorize grammar and words in reading class. In the long run, these students may think that reading 

classes are irrelevant to the abilities they should be improved by reading and that they can improve 

their scores by simply reviewing vocabulary and grammar. Some students even have a reverse 

psychology in reading class, which affects the overall teaching of English subjects. 

 

3. Teaching Strategies 

3.1 Create Reading Situations and Improve Language Skills 

The development of students’ language ability from the perspective of core English literacy not only 

refers to the basic ability of students’ English listening, speaking, reading and writing, but also 

emphasizes the need for students to develop diversified and comprehensive language ability in social 

situations. In order to ensure the establishment of senior high school students’ English language 

awareness and good language sense, English teachers in senior high school should use more flexible 

and diversified methods to create three-dimensional and intuitive reading situations for students based 

on the text content in English textbooks, and better guide students to dig deeper into the text content, so 

as to comprehensively perceive and understand the text connotation. To express and apply the English 

language independently and consciously, so as to realize the comprehensive improvement of language 

ability. 

3.2 Explore the Subject Deeply and Solve Real Problems 

It is important in reading teaching that form a clear structure of the text and explore the topic of the 

article. Students can use the mind map which is provided by teachers to intuitively grasp the structure 



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of the article. Students can mark the keywords and main content of each paragraph according to the 

structure and content of the article. Based on mind maps and key words, students can have a clearer 

understanding of the main topic of the text and improve their ability to process the text. Teachers 

should start from the theme of the text to help students sort out the structure of the article and 

summarize the style of writing and language skills. Most importantly, understanding the theme of the 

article is a great way to help students build the overall context of the article and deepen the depth of 

students’ understanding to this article. Teachers should excavate the topic according to the content of 

the article to improve students’ language knowledge, learning ability and so on, which can improve 

their comprehensive consciousness.  

3.3 Cultivate Students’ Cross-cultural Awareness and Improve their Cross-cultural Ability 

As an important way for students to learn cultural knowledge, English reading is also a key part to 

cultivating their cross-cultural awareness. In high school English reading teaching, teachers should pay 

attention to cultivating students’ cultural literacy, strengthen the comparative teaching of Chinese and 

Western cultures, so that students can broaden their horizons in the process of learning, enrich cultural 

knowledge, learn to treat different cultures dialectically, and enhance their sense of identity and 

inheritance of Chinese traditional culture. On the one hand, teachers should make full use of the 

introduction of the cultural background in the reading text to help students better understand the text 

and get an in-depth discussion and learning. On the other hand, teachers should design the links of 

situational communication according to the specific text, so that students can feel the cultural 

similarities and differences in the context. Only through deep learning of the stories behind them can 

students have a deep understanding of the writing intention and educational value of the text. This kind 

of cultural literacy training based on deep learning can not only maximize the practical communication 

ability of students, but also promote the improvement of their core English literacy. 

3.4 Pay Attention to Continuous Evaluation and Perfect Deep Learning 

Continuous evaluation and timely feedback are effective ways to guide students to deeply reflect on 

their learning status and timely adjust learning strategies to achieve deep learning. Timely feedback of 

students’ natural growth points to promote the natural generation of in-depth classroom requires 

teachers to pay attention to students’ learning progress and give timely feedback. The New Curriculum 

Standard also suggests that feedback should pay attention to meaningful interaction between teachers 

and students and among students, and promote the development of high-level thinking and cultural 

awareness of students. Self-evaluation form is used to promote the reflection of learning effect and 

highlight students’ main position in evaluation. Deep learning is student-oriented learning. According 

to the New Curriculum Standards, to highlight the principal position of students in evaluation, students 

should be encouraged to carry out self-evaluation and mutual evaluation, strengthen the interactive 

exchange of evaluation information among students and between teachers and students, and promote 

self-supervised learning. 



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