指向深度学习的初中英语阅读策略研究

Research on Junior Secondary English Reading Strategies Aimed at Deep Learning

摘要: 《义务教育英语课程标准（2022年版）》明确指出，培养学生的语言能力、文化意识、思维品质和学习能力四大核心素养是英语教育的重要目标。深度学习作为促进高阶思维发展与实际问题解决的有效途径，强调学生的主动建构、意义理解与知识迁移，是实现核心素养的关键。然而，当前初中英语阅读教学仍存在浅层化的问题，表现为过度关注词汇、语法及应试技巧，忽视思维与文化的培养，教学形式化，学生自主探究不足，教师提问多为低阶问题，评价方式单一等。针对这些问题，本研究提出了一系列面向深度学习的初中英语阅读教学策略：首先，通过深入解读语篇的主题意义，帮助学生从整体上把握文本内容；其次，制定素养导向的分层学习目标，确保教学内容与学生能力相匹配；再次，设计从低阶到高阶的问题链，驱动学生的思维发展；最后，实施持续性学习评价，促进学生在各方面能力上的全面发展。通过以上策略，旨在推动学生语言能力、文化意识、思维品质与学习能力的协同发展，最终落实英语学科核心素养的培养目标。

Abstract: The English Curriculum Standards for Compulsory Education (2022 Edition) clearly state that cultivating students’ four core competencies-language ability, cultural awareness, thinking quality, and learning ability-is an important goal of English education. As an effective approach to promoting higher-order thinking and practical problem-solving, deep learning emphasizes students’ active construction of knowledge, meaningful understanding, and knowledge transfer, and therefore serves as a key pathway to developing core competencies. However, current junior secondary English reading instruction still tends to remain at a superficial level. It often places excessive emphasis on vocabulary, grammar, and test-taking skills, while neglecting the cultivation of thinking and cultural awareness. Other problems include formalized teaching procedures, insufficient student inquiry, teachers’ frequent use of lower-order questions, and a single mode of evaluation. In response to these problems, this study proposes a series of deep-learning-oriented strategies for junior secondary English reading instruction. First, teachers should conduct an in-depth interpretation of the thematic meaning of texts to help students grasp the reading material as a whole. Second, competence-oriented and tiered learning objectives should be formulated to ensure that the teaching content matches students’ actual abilities. Third, a question chain progressing from lower-order to higher-order thinking should be designed to promote students’ cognitive development. Finally, continuous learning assessment should be implemented to support students’ all-round development. Through these strategies, this study aims to promote the coordinated development of students’ language ability, cultural awareness, thinking quality, and learning ability, and ultimately to achieve the goal of cultivating core competencies in the English subject.