为适应新时代对提高全体国民素质和人才培养质量的新要求，《普通高中英语课程标准（2017年版）》提出了“培养学生自主学习、合作学习和探究学习的能力”，“关注主题意义，制订单元整体教学目标”等基本理念和教学建议，体现了深度学习的理念和特点，即强调有意义的、主动的学习，注重高阶思维和对人的培育。而学历案是由教师设计的反映学生“学习经历”的学习方案，它旨在转变学生的学习方式，可以落实课标中的基本理念，同时又以学习主题作为学习单位，有助于整合教学内容。因此，论文以学历案作为研究对象，探讨在高中英语教学中如何设计指向深度学习的学历案，研究学历案在高中英语课堂中的实践效果。

本研究首先以深度学习为指导理论，阐释了设计学历案的具体步骤和方式，以“The Monarch’s Journey”一课为例，展示了学历案案例的设计思路及流程，并将设计好的学历案应用于教学实践，采用课堂观察、问卷调查以及访谈研究法，分析学历案在高中英语教学中的实践效果。

经实践研究发现，与传统课堂相比，学历案课堂在课堂言语结构、教学模式和学生课堂参与程度上，均有较大的变化，说明学历案在一定程度上可以转变学生的学习方式，帮助落实以学生为主体的理念，培养学生自主学习的能力；问卷调查及访谈结果表明，学历案服务于学生学习的全过程，有利于促进深度学习的发生。但在实践过程中也发现了学历案在使用时的不足之处，包括学生对部分要素利用不够充分，增加教师工作负担，以及与其他教学工具配合较差等问题。

针对实践中发现的不足，本研究对学历案在高中英语教学中的设计和实践提出了改进建议。从设计层面来看，要丰富教师的学历案理论知识、构建教师设计共同体以高效设计学历案。从实践层面来看，要帮助学生组建学历案学习共同体以实现学习上的互帮互助，并将使用过的学历案整理成学习档案以供学生及时反思；此外，教师在课堂上还需要巧用学历案、板书、多媒体等教学工具，打造高效的学历案课堂。

To meet the demand of improving the quality of all citizens and the quality of talent cultivation, the “General High School English Curriculum Standards (2017 Edition)” proposes basic concepts and teaching suggestions such as “cultivating students' abilities of autonomous learning, cooperative learning, and exploratory learning”, “focusing on the thematic meaning and setting unit learning goals oriented toward core competencies”, reflecting the concept and characteristics of deep learning, which emphasizes meaningful and active learning, high-level thinking ability and the cultivation of people. The learning case history is a learning plan designed by teachers to reflect students' “learning experiences”. It aims to transform students' learning methods, implement the basic concepts in the curriculum standards, and use the learning theme as a learning unit to help integrate teaching content. Therefore, the thesis takes learning case history as the research object to explore how to design learning case histories based on deep learning, and to study the practical effects of learning case histories in senior high school English class.

This study first uses deep learning as a guiding theory to explain the specific steps and methods of designing a learning case history. Taking the lesson “The Monarch's Journal” as an example, it demonstrates the design ideas and processes of the learning case history, and applies the designed case to teaching practice. It analyzes the practical effects of the learning case history in high school English teaching with the help of classroom observation, questionnaire survey, and interview. 

Through practical research, it has been found that compared to traditional class, there have been significant changes in the classroom language structure, teaching mode, and students' participation with the use of learning case history, indicating that the learning case history can help implement the concept of taking students as the main body, and cultivate students' ability to learn independently; The results of questionnaires and interviews indicate that the learning case history serves the entire process of students' learning and facilitate the occurrence of deep learning. However, the research has also found shortcomings in the use of the learning case history, including insufficient utilization of certain elements by students, increased workload on teachers, and poor coordination with other teaching tools.

In response to the shortcomings found in the practice, this study proposes suggestions for improving the design and application of the learning case history. From the perspective of design, it is necessary to enrich teachers' theoretical knowledge of the learning case history and build a teacher’s community to efficiently design learning case histories. From the perspective of application, it is necessary to help students form a learning community for the learning case history to achieve mutual assistance in learning, and to organize used learning case histories into portfolio for timely reflection. In addition, teachers also need to skillfully use the learning case history, blackboard writing, multimedia and other teaching tools in the classroom to create an efficient class with the learning case history.