Frontiers in Educational Research, 2023, 6(16); doi: 10.25236/FER.2023.061620.
Deng Haotong1, Huang Wenjuan2
1School of Foreign Studies, South China Normal University, Guangzhou, China
2Foshan University, Foshan, China
It is necessary and urgent for teachers to carry out contextualized English reading teaching to deepen students’ learning, which can not only effectively improve students' reading ability, but also promote their thinking ability. In English reading class at junior middle school, teachers should create situations conducive to students' meaningful learning based on contemporary students' personality, characteristics and interests, and focus on the thematic meaning of each lesson, so that students can participate in learning activities actively under meaningful circumstances, thus construct meaningful knowledge in the process of cooperation with others, and eventually realize deep learning in situational classes. Based on a specific case, this paper expounds how to carry out contextualized English reading teaching activities that aim at deep learning in English classroom teaching to promote junior students' deep learning.
Deep Learning; Situational Teaching; English Reading
Deng Haotong, Huang Wenjuan. The Practice and Thinking of Junior High School English Situational Reading Teaching Oriented to Deep Learning. Frontiers in Educational Research (2023) Vol. 6, Issue 16: 119-123. https://doi.org/10.25236/FER.2023.061620.
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