Abstract:

This essay aims to retrospect some theories proposed by prominent scholars from home and abroad, such as Kant, Bartlett and Rumelhart. They expanded the applications of schema theory to different fields. The essay focuses on the close relationship between schema theory and middle school English teaching. At the beginning of the essay, author analyzes the current situations and features of middle school English teaching and also discusses about the possibility and profound meanings of applying schema theory into middle school English teaching. This essay discusses the application of schema theory from different perspectives of English teaching: reading, listening, writing and oral English teaching. The essay respectively analyzes the unique roles these four aspects play in English teaching and schema theory’s positive influences. In addition, author also proposes some creative methods to applying schema theory into listening, reading, writing and oral English teaching. Author dedicates to find the blind spots in current application of schema theory so as to seek acceptable solutions to settle these problems. In the final part of the essay, author summarizes the inspiration schema theory exerts on middle school English teaching and frankly points out the limitation of the very essay and hopes that the limitation can be remedied in later researches.

Key words: schema theory, reading, listening, writing, spoken English

摘要：

本文回顾了国内外优秀学者对图式理论的研究，从康德，巴特利特到鲁美哈特，都不同程度上了扩展了图式理论的应用领域。本文侧重总结了图式理论与中学英语教学的紧密联系。笔者先宏观地分析了中学英语教学的现状和特征，分析将图式理论运用其中的可能性和深远意义。本文讨论的图式理论在中学英语教学中的运用主要从阅读、听力、写作、口语教学方面入手，分别讨论了听、说、读、写各方面在英语教学中的独特地位，图式理论对听、说、读、写教学的意义，以及将图式理论创造性运用其中的策略和方法，并努力找出图式理论在中学英语教学应用中存在的盲区，并积极寻找合理的解决方案。本文最后总结了图式理论对中学英语教学的启示，还指出了本文研究和分析的局限性，希望在今后的研究中可以弥补这些缺憾。

关键词：图式理论; 阅读; 听力; 写作;口语