摘要

图式理论是认知心理学中非常有名的理论，许多学者将其运用到教学中。这理论要求读者激活预先在头脑中储存的相关背景知识，然后根据文章中的信息，更好的理解整篇文章。同时这一理论在英语教学中受到了重视，许多语言学家通过研究证实了它的可行性和可操作性。阅读在高中英语教学中的地位是毋庸置疑的，但是由于受到传统教学模式的影响，教师和学生都忽视了图式背景知识的积累和运用，只重视语言基础知识的解码，从而限制了学生的阅读理解能力的提高。
本文通过调查问卷和访谈对高中学生阅读情况进行调查，从而分析图式理论在高中英语阅读中的运用及其作用。

关键词：图式理论;阅读理解;英语阅读教学

Abstract

Schema theory is a famous term in the cognitive psychology field and later it is widely used to instruct learning and teaching. Schema theory stresses that only when readers’ background knowledge is activated, can they make sense of the new information effectively. This theory attaches great importance and a large number of researches have been done to verify its practice and feasibility. Reading plays an important role in the learning and teaching in senior high schools in China. But greatly influenced by the traditional teaching models, both teachers and students overstress the decoding of basic language, but they overlook accumulation and application of a learners’ prior knowledge, which greatly limits the development of students’ reading competence.
This paper makes a survey about the reading of senior high school students through questionnaires and interviews and then analyzes the application and function of schema theory in senior high school.

Key words: Schema Theory, Reading Comprehension, English Reading Teaching 

1.  Introduction
1.1 Purpose of the Thesis
Since the 1950s, reading is just the process of extracting meaning from letters into words, sentence and chapters, for high school English reading teaching has been influenced by metaphysical theory. Teaching mode focuses on grammar-translation method; classroom teaching is central to teachers who spent most of time explaining words, practicing sentence patterns, grammar and interpreting the text; after class, students are required to recite paragraph and memorize words and rules of grammar. This traditional teaching mode which extremely emphasizes on learning language points, ignoring the function of language, lack of training students reading skills, makes students get into the habit of memorizing words and rules of grammar and reading word by word. They know every word in the text, but can not quickly grasp the theme and infer the content of text. It is hard for them to understand the author’s intention as well. After a class, students only remember some new words and phrases, but do not know the background knowledge, organizational structure and the purpose of article. Because of the effect of this traditional teaching methods and teachers’ stereotypes on the teaching of reading comprehension class, that greatly weaken the effect of teaching English reading course and is bad for promoting student’s reading ability.