基于图示理论的高中英语阅读教学_英语论文

A Study on the Application of the Schema Theory in English Reading Teaching in Senior High School

摘要

在英语教学领域,阅读能力历来被证明是最重要的能力之一。从英语教学现状看，高中阶段的英语阅读学习对学生策略与能力的运用有了更高要求，而课堂上侧重知识的教学方式并不利于学生策略与能力的发展。

本研究以具体阅读文本为基础，试图研究基于图式理论的高中英语阅读教学的模式，旨在提高中学生英语阅读能力。在实际阅读教学中，图式理论被应用于阅读教学的三个阶段开展不同的教学活动。

为了证实这种阅读教学方法对提高学生阅读理解能力的效果及可行性，作者在中学进行了一个学期的教学实验，高二两个班学生参与此实验。把这两个班随机地分为一个实验班和一个控制班，两个班英语水平基本相当。控制班采用常规的英语阅读教学方法。实验班则运用图示理论为指导的阅读教学。经过测试分析和问卷调查，实验班的阅读理解平均成绩高于控制班成绩,差异显著。为了进一步提升阅读水平，学生依旧需要加强词汇语法学习。 

关键词：英语阅读理解；图示理论；阅读教学

Abstract

In the field of English teaching, the reading comprehension is all time proved to be very important. Nowadays, higher standard for English learning requires students to improve their learning strategy and competence in senior middle school. However, traditional teaching method focusing on vocabulary is considered not beneficial for modern learning. 

Based on reading texts, the author tries to apply schema theory in English reading teaching in senior high school. It aims to improve students’ reading ability with a schema-oriented teaching method．

In order to prove the efficiency of the teaching model, the author carried out an experiment in Senior Middle School. The comparative study lasts one semester. And the subjects were from two classes, the experimental class adopted the schema-oriented teaching method, while the control class continued being taught in the traditional method. After the analysis, the reading comprehension ability in experimental class has been improved. Thus, the author argues that it is advisable to adopt the method. Of course, enough word-base and grammar knowledge is also necessary.

Keywords: reading comprehension; schema theory; teaching model

Contents

1. Introduction 1

2. Literature Review 2

2.1 Schema theory 2

2.2 Reading theory 5

3. Application of Schema Theory in English reading Teaching 6

3.1 Pre-reading-----activating schema 6

3.2 While-reading----- building up the new schema 8

3.3 Post-reading-----consolidating the new schema 9

4. Experiment on the Schema-oriented Teaching Model 10

4.1 Objectives of the study 10

4.2 Subjects of the study 11

4.3 Procedure of the experiment 11

4.4 Analysis of the experiment 12

5. Conclusion 12

Works Cited 14