《普通高中英语课程标准（2017 年版 2020 年修订）》强调，教材编写要全面落实英 语学科核心素养的培养目标，教材内容要围绕对学生语言能力、文化意识、思维品质和学 习能力的发展以及正确价值观和审美观的培养；同时提出要促进学生的深度学习和全面发 展。随着新课程与新教材在全国范围内的启动与实施，教师缺乏对于新教材深入的理解与 把握。阅读教学作为英语课程的重要组成部分，仍存在着模式化、碎片化、表层化的普遍 现象，对于学生思维能力和价值观的培养也易被忽略。如何有效利用新教材组织阅读活动， 如何确保学生在阅读活动中实现深度学习，成为当前亟待解决的问题。因此，本研究试图 从深度学习视角出发，围绕人教版高中《英语》必修教材（2019 版），对教材中阅读活动 进行分析，发现教材中活动设计存在的问题和不足，并提出相应建议。本研究尝试探讨以 下问题：1.人教版高中英语必修教材（2019 版）中阅读活动设计与深度学习理念的契合程 度如何？2.所研究教材中阅读活动设计在实际课堂中如何体现深度学习理念?以期从深度 学习视角出发，为一线教师和教材编写者提供更多有关英语阅读活动设计的思路和建议。本研究采用内部评价和外部评价相结合的方式。进行内部评价时依据《新课标》的内容对教材编写理念进行宏观评价，然后依据布鲁姆认知目标分类的定义对教材中阅读活动设计进行微观评价，外部评价包括对师生教材使用情况进行问卷调查和访谈并展开课堂观摩。研究发现，教材活动的设计理念较为重视学生思维的发展以及能力的培养，《新课标》的理念在该套教材上的体现是较为充分的，深度学习作为《新课标》中核心素养目标实现的重要保障，也与该套教材编写理念较为契合。但是，教材在实际课堂中学生实现深度学习效果有待加强，具体表现为：阅读活动设计缺乏趣味性，缺乏真实语言情境，缺乏实践性强、生活化的阅读活动，缺乏语言知识和学习策略的指导、高阶思维阅读活动少且类型分布不均、部分阅读活动没有注重思维能力培养的渐进性等问题。

基于以上问题，笔者对教材编写者、教师与学生分别提出了相应建议。教材编写者应适当适当增加高层思维的活动比例，使整个阅读活动过程涉及到的低层认知训练与高层认知训练更加均衡完整；丰富高层思维的活动类型，使其具有多样性；同时在编排活动的时候考虑到学生思维能力培养的渐进性，循序渐进地安排学习活动；活动内容贴近学生生活，选择学生感兴趣的活动。教师要不断学习，更新教学观念，不断探究帮助学生深度学习的方式方法；对于学生而言，要主动参与课堂活动，积极体验学习过程。

General Senior High School Curriculum Standards English (2017 Edition 2020 Revision) proposed that the design of English textbooks should fully implement the curriculum goals of English subject core competencies, and all the materials and activities should be conducive to the development of students’ language ability, cultural awareness, thinking capacity and learning ability, as well as the cultivation of correct values and aesthetic tastes. At the same time, it should attach great importance to students’ deep learning and their all-around development. With the launch and implementation of the new curriculum and new textbooks across the country, teachers lack in-depth understanding of new textbooks. As an important part of the English curriculum, reading teaching still suffers from rigid patterning, fragmentation, and superficiality, and the cultivation of students’ thinking ability and correct values also tends to be neglected. How to effectively use new textbooks to organize reading activities and how to ensure that students achieve deep learning in reading activities has become an urgent problem to be solved. Therefore, from the perspective of deep learning, this study attempts to analyze the reading activities in the High School English Required Textbooks(2019 PEP Edition) to find the problems and shortcomings in the activity design of the textbooks, and put forward corresponding suggestions. This study attempts to explore the following questions: 1. To what extent is the design of reading activities compatible with the idea of deep learning in the High School English Required Textbooks(2019 PEP Edition) ? 2. How can the design of reading activities in the studied textbook reflect the idea of deep learning in the actual classroom? The purpose of this thesis is to investigate more ideas and suggestions on the design of English reading activities for teachers and textbook writers from the perspective of deep learning.

This study adopts the method of internal evaluation and external evaluation. During the internal evaluation, the author makes a macro evaluation on the compiling concept of the textbooks according to the New Curriculum Standard, and then makes a micro evaluation on the design of reading activities in the textbooks according to the definitions of Bloom’s cognitive objective classification. The external evaluation includes questionnaire and interview on the use of textbooks by teachers and students and classroom observation. It is found that the design idea of textbook activities pays much attention to the development of students' thinking abilities. The idea of the New Curriculum Standard is much fully reflected in the textbooks. As an important guarantee for the realization of the curriculum goals of English subject core competencies, deep learning is also in line with the compiling concept of the textbooks. However, the effect of teaching materials on students’ deep learning in actual classrooms needs to be strengthened, which is shown as follows: the design of reading activities lack of interest, lack of real language situation, lack of practical, life-like reading activities, lack of language knowledge and learning strategy guidance. There are few reading activities of high order thinking and uneven distribution of types, and some reading activities do not pay attention to the gradual development of thinking ability training and other problems.

Based on the above problems, the author puts forward some suggestions to the textbook writers, teachers and students respectively. Textbook writers should appropriately increase the proportion of high order thinking activities, so as to make the whole process of reading activities involved in a more balanced and complete cognitive training, enrich the types of high order thinking activities so as to enrich its diversity. At the same time, taking into account the gradual development of students’ thinking ability, the arrangement of reading activities should step by step. Activities should be close to students’ life and enhance the interest of activities. Teachers should keep learning, update teaching theories, and constantly explore ways and methods to facilitate students’ deep learning. For students, it is important to actively participate in classroom activities and actively experience the learning process.