Deep Learning Strategies for Senior High English Reading based on the Activity-Based Approach to English Learning

Nana Zou

doi:10.62051/ijsspa.v10n7.13

Authors

Nana Zou Sichuan Normal University, Chengdu, Sichuan, China

DOI:

https://doi.org/10.62051/ijsspa.v10n7.13

Keywords:

Deep Teaching, Activity-Based Approach, Senior High School, English Reading Activities

Abstract

English Curriculum Standards for General Senior High Schools (2017 Edition, revised in 2025) emphasize the concept of "deep learning" more explicitly and systematically. However, issues such as formalized, mechanized, and fragmented teaching activities remain prominent, failing to achieve the effect of deep teaching. Taking “After Twenty Years” selected from Foreign Language Teaching and Research Press (FLTRP) Compulsory 1 as an example, this study explores how to effectively promote deep teaching in reading classes through progressive activities that move from being based on the text, to delving into the text, and finally to going beyond the text, thereby stimulating higher-order thinking.

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References

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