Abstract
Reading teaching plays a pivotal role in English language education, aiming to nurture students' comprehension, practical application, and creative transfer abilities. Deep learning theory underscores the importance of knowledge acquired through reading being logical, structured, and systematic, rather than scattered or fragmented. It advocates for a teaching approach where, under the guidance of teachers, students associate, mobilize, and activate their prior experiences to organize learning content in a coherent manner and construct a personal knowledge structure. This paper takes a piece of senior high school English reading material as an example to illustrate the design ideas of reading teaching based on the theory of deep learning.
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