An Inquiry into the Teaching of High School English Deep Reading, Which Points to the Core Accomplishment

Abstract

The cultivation of core literacy has become one of the key goals in the field of education, especially in high school English teaching. Deep reading, as an effective teaching strategy, aims to improve students’ language comprehension, critical thinking and intercultural communication skills. This paper aims to explore how to achieve the comprehensive development of students’ core literacy through deep reading teaching, and evaluate the practical teaching effects of various teaching strategies in practical application. The teaching mode of “three levels and nine rings” oriented to deep reading conforms to the connotation of deep learning, meets the requirements of the new curriculum standard of learning activities, promotes the diversifi ed development of thinking and the internalization of values, and achieves the unity of English curriculum tools and humanity. In view of this, this paper mainly analyzes how deep reading teaching in senior high school focuses on the improvement of students’ core literacy. This paper provides a systematic deep reading teaching framework for senior high school English teachers by analyzing and interpreting the discourse, predicting the theme, internalizing the content and applying the strategies of teacher-student evaluation.