introduction

Emphasis was placed on the definition of the nature of English curriculum in the Curriculum Standards, namely the integration of instrumental and humanistic aspects, as well as the multidimensionality of English curriculum objectives, including self-awareness, understanding the world, increasing knowledge, and learning to think. At the same time, the importance of self-directed learning ability was pointed out, including learners' proactive learning motivation and conscious and sustained behavioral ability. Analyzed the problems in cultivating students' autonomous learning ability in current high school English teaching, such as neglecting students' actual learning situation in teaching design, monotonous classroom activities, and lack of deep thinking construction in text interpretation.

The linkage between immersive text experience and self-directed learning ability

Immersive text experience is a teaching method that enhances subject knowledge and language proficiency by placing students in a target language environment. Students understand the literal and intrinsic meaning of the text through experience, resonate with the author's emotions, and form self construction. Teachers should set questions to guide students' thinking and enhance their ability to explore independently. The immersive text experience and the improvement of self-directed learning ability are interrelated and complementary. Immersive experience is the core carrier for enhancing self-directed learning ability, and developing self-directed learning ability is the goal of immersive reading.

The Practical Application of Immersive Text Experience in Reading Course Types

Explored the practical application of immersive text experience in enhancing students' autonomous learning ability. Taking the reading discourse "The Night the Earth Didn't Sleep" in Unit 4 of the compulsory first volume of the People's Education Press high school English textbook as an example, teachers deconstruct the text from five perspectives: text framework, content organization, topic language, writing characteristics, and thinking advancement, helping students gain an immersive experience. Students in different learning roles, such as topic learners, event reporters, emotional receptors, witnesses at all times, and era reflectors, achieve the learning of topic knowledge, language skills, and learning strategies through activities such as language output, writing skills application, situational immersion, text interpretation, and theme reflection, promoting the improvement of thinking quality and cultural character.

conclusion

The importance of immersive text reading experience in enhancing students' autonomous learning ability was emphasized. Through the teaching mode of teacher-student collaboration, student-centered, and thinking oriented, students can deeply connect and immerse themselves in the three dimensions of text and self, text and text, and text and the world. During this process, students can not only structurally appreciate the content of the text and master language knowledge, but also deeply integrate into the context of the text, experience emotional impact, and enhance their thinking literacy by outputting core values in a situational manner. In addition, while actively fulfilling their learning responsibilities, students can activate their learning motivation, master learning strategies, expand their thinking abilities, actively explore values, and thus connect with their inner selves and the external world while linking texts, shaping their personality and becoming language learners with good self-learning abilities. Teachers should adjust classroom design based on actual situations, relying on the three major pillars of content, thinking, and language, to create a comprehensive and focused balanced classroom.