图式理论在初中英语阅读教学中的应用.docx

ContentsChinese Abstract2English Abstract31. Introduction41.1 Research Background41.2 Literature Review51.3 Overview of the Thesis52. The Problems in English Reading Teaching62.1 From the Perspective of Educational Environment72.2 From the Perspective of Teachers72.3 From the Perspective of Students83.The Role of Three Kinds of Schema in English Reading Teaching93.1 The Role of Linguistic Schema in English Reading Teaching93.2 The Role of Content Schema in English Reading Teaching93.3 The Role of Formal Schema in English Reading Teaching104. Application of Schema Theory in English Reading Teaching of Junior High School114.1 Preparation and Activation of Schema in pre- reading Activities114.2 Consolidation and Expansion of Schema in while- reading Activities124.3 Establishment and Application of Schema in post- reading Activities135. Conclusion14References17图式理论在初中英语阅读教学中的应用 摘 要随着信息社会的迅猛发展，英语在国际社会交往中变得越来越重要。英语阅读作为学习英语的重要途径，成为英语教学中最热门的话题之一。然而由于受传统教学法的影响，学生的阅读能力的培养和指导被忽视。通过查阅相关文献，笔者发现图式理论对于英语阅读有很大影响。图式是一种知识结构，储存在人原有的记忆中，对于新知识的学习有着重要的作用。本文从图式理论的视角，剖析当前英语阅读教学的现状及存在的问题，阐述了图式理论指导英语阅读教学的必要性。基于图式理论的相关研究成果，研究的重点是探究图式理论与英语阅读教学相结合，从而提高学生的阅读理解能力的方法。全文先介绍了论文的研究背景和研究意义，接着分析了当前初中英语阅读教学存在的问题以及三种图式在初中英语阅读教学中的作用。最后这篇论文重点论述了图式理论在初中英语阅读教学中的应用，希望能对初中英语阅读教学提供一些建议。 关键词： 图式理论；英语阅读教学；初中The Application of Schema Theory in English Reading Teaching of Junior High SchoolAbstractEnglish plays an influential role in international social communication, which is accompanied by social progress. As an irreplaceable approach of English learning, English reading is bound to be regarded as a fashionable issue. Nevertheless, teachers dont think highly of the cultivation and guidance of students' reading ability on account of the traditional teaching method .Through consulting relevant literature, the author finds out that Schema Theory has a great influence on English reading. Schema is a kind of knowledge structure. It is kept in research in peoples original memory. And it is seen as a radical role in the learning of new knowledge. From the perspective of Schema Theory, the thesis makes a thorough inquiry about the existing circumstances of English reading teaching, and expounds the necessity of Schema Theory to guide English reading teaching. Based on the relevant research results of Schema Theory, the focus of the research is to explore the ways to combine Schema Theory with English reading teaching so as to improve students reading comprehension ability. The thesis first gives expression to research background and essentiality. Then it analyzes the problems existing in English reading teaching of junior high school and the role of three kinds of schema in English reading teaching. Finally, this thesis focuses on Schema Theory s specific usage, hoping to give several suggestions for English reading teaching.Key words: Schema Theory; English reading teaching; junior high school1. Introduction This chapter first gives expression to the research background and puts forward the necessity of applying Schema Theory to guide reading teaching in junior high school. Then it introduces the research results of Schema Theory. Finally, it explains the chief content and structure briefly.1.1 Research BackgroundReading is a method of learning a language. For all languages, it is a complex interaction between the text and the students, influenced by the students existing knowledge, experience, attitudes, linguistic categories, culture and social context. Reading helps people better understand the world they live in. For students, reading helps them better understand the diversity of languages as well as the cultural knowledge and customs of different countries. Junior high school English reading mainly tests students ability to use language knowledge to obtain text information. It emphasizes students comprehensive language application ability, including examining students vocabulary, grammar skill, reading speed, logical thinking and reasoning ability, as well as their generalization and understanding of cultural background knowledge. The composition of English reading materials includes social, life, scientific, task biography, news, humorous stories and so on. Because the development of society is irreversible, the importance of English cannot be ignored. Improving English teaching level is the students social demands. Students cannot extract text information efficiently in the process of reading on account of influence of old teaching ideas. Therefore, it is necessary for teachers to explore new teaching concepts of reading and cultivate students awareness of reading strategies. The use of Schema Theory to explore the strategies of English reading teaching is a popular topic. Schema plays an active role in improving students reading ability and helping them to construct a reading framework. To some extent, the schema framework can help junior high school students to promote their English reading level effectively. It can also stimulate their interest in English learning. The research results of Schema Theory shows that the combination of Schema Theory and English reading teaching can make teaching objectives achieved. Moreover, according to professional researches, there are three kinds of schema. This classification method is helpful for students to understand the framework and content of the text. Nevertheless, the schema framework in students mind is not exactly the same. On the premise of having a basic vocabulary, some students can easily understand the text content, while others cannot. Therefore, having enough schema is a necessary condition for carrying out the reading task smoothly. It is the goal that students should mobilize these schema to form new schema and try their best to convert the schema in the brain into the other schema. 1.2 Literature ReviewThe word “schema” was first coined in the 19th century, proposed by Kant. He is a German philosopher, and his famous book Critique of Pure Reason refers to the concept of schema. It is the core concept of philosophy. Piaget, a famous Swiss child psychologist, studied the role of schema in childrens growth in the 1920s and combined Schema Theory with childrens development. In the 1930s, Frederic Charles Bartlett, an English psychologist, formally put forward the concept of schema in the psychological sense. His most influential work was The Study of Experimental Psychology and Social Psychology. In this book, he described the whole process of memorizing pictures and stories by repetition. Piaget further developed the Schema Theory in the 1960s. Compared with Kants inherent and unchangeable schema, Piagets schema is the result of the interaction of physiology and environment. In the 1970s, many linguists can utilize Schema Theory to interpret the psychological procedure. And Schema Theory prevailed in foreign research fields. In the 1980s, Rumelhart, a psychologist and artificial intelligence expert, further developed reading theory and Schema Theory. Rumelhart (1980:203) states that schema theory can be regarded as“a theory of how language is mentally presented in our brain.” He summarized the results of former studies. And he put forward the schema model and devoted himself to the perfection of Schema Theory.Compared with the researches of Schema Theory abroad, the research on Schema Theory in China is relatively late. Schema Theory was introduced into China in the 1980s and since then has been widely studied in philosophy, psychology, cognitive science and foreign language teaching. On the basis of foreign researches on Schema Theory, domestic scholars also explored deeper perspectives about the application of Schema Theory in foreign language reading teaching. In foreign language teaching, Schema Theory was first applied to the teaching of reading, and then it was widely developed in listening, writing and translation. Since the 21st century, modern Schema Theory has not only remained in the theoretical stage, it has also been fully applied in the field of practice, which has added new impetus to second language teaching and provided a solid theoretical basis for improving students language competence.1.3 Overview of the ThesisThis thesis consists of five chapters. The first chapter is the introduction of the thesis. The author introduces the research background. Then the author begins to write a literature review in the second part. In the literature review, the author expounds the origin and development of Schema Theory. The author also mentions the research on English reading teaching so that teachers can understand the current development of English reading teaching. Finally, the overview of the thesis summarizes the main idea of the whole thesis.The main content of Chapter Two is the analysis of problems in English teaching from educational environment, teachers and students. The author hopes to find out the issues about English reading teaching, and presents the related methods of resolution to improve the teaching efficiency of English reading in junior high school.The third chapter elaborates the schema functions in English reading teaching. In junior high school English reading comprehension, linguistic schema is the basis, content schema is the condition and formal schema is the premise. This classification method is helpful for students to understand the framework and content of the text. And they can complete the reading task better.Chapter Four introduces the practical application of Schema Theory, and analyzes the function of the combination of Schema Theory and English reading teaching. This chapter aims to make further studies in English reading teaching.The last chapter is the summary of the thesis. In the last part of the thesis, the author summarizes the crucial ideas and deepens the core of this thesis from the practical level of junior high school English teaching. At the same time, the author hopes that this thesis can provide some useful teaching methods for English reading teaching. This thesis aims to further explore Schema Theory on the basis of literature research. Based on the Schema Theory and combined with junior high school English reading teaching, this thesis explores a set of practical teaching model of English reading class. This thesis aims to provide some suggestions for teachers to guide students in reading by introducing three kinds of schema. Through the preparation and activation of schema in pre-reading activities, the establishment and enrichment of schema in while-reading activities, and the accumulation and consolidation of schema in post-reading activities, junior high school English teachers can break the teaching bottleneck in English reading teaching at the present stage. Schema Theory is committed to helping students master perfect reading skills and changing their bad habits of English reading. Finally, students can achieve the definitive purpose of boosting their English reading level.2. Existing Problems in English Reading TeachingReading becomes a principal approach to gain knowledge in junior high school English reading teaching, but there is no unified understanding of the definition and classification of reading strategies. And there are also some problems in junior high school English reading teaching. This chapter will discuss these problems in English reading teaching from three aspects: educational environment, teachers and students.2.1 From the Perspective of Educational Environment Although the new curriculum reform proposes new requirements on English reading teaching, educational improvement and reform plans do not balance. Some deficiencies still exist in reading teaching. Reading is the most common way students get information. English reading teaching becomes the essential section in English teaching. However, some students ability of reading comprehension cannot reach the normal level. The researches at home and abroad shows that this is partly caused by students own problems, textbook and examination evaluation systems, but the main factor is reading teaching methods. In junior high school, the traditional reading teaching is mainly to guide students to accumulate vocabulary and learn grammar, ignoring reading methods. Students English language knowledge system is far beyond the perfect level. Therefore, the reading teaching objectives are to enhance their reading level. Nevertheless, the English reading teaching does not entered into the level of new curriculum. And it does not establish the educational concept and teaching modes that adapt to the cognitive characteristics of modern students. Students are hard to build brilliant reading system on account of this situation. At present, junior high school emphasizes the exam-oriented goal of reading teaching unilaterally and does not regard it as a comprehensive thinking training. In a word, the teaching design and teaching mode that conform to the cognitive characteristics of modern students is hardly reflected in the teaching of junior high school English reading. 2.2 From the Perspective of TeachersIn terms of teaching methods, teachers often adopt a single bottom-up teaching mode in junior high school English reading teaching. The curriculum model is teacher-led, and students subjectivity is not fully developed. The teaching objectives and steps designed by teachers do not fully take students into consideration. In addition, teachers spend too much time explaining reading contents in the reading class, which may only focus on the teaching of students language points, but neglect to let students think, apply and practice, so that students independent learning ability will not be improved. When explaining articles, some teachers may pay attention to the translation of articles and the explanation of new words, grammar points and sentence patterns. In such a reading teaching mode, students will not be able to form the ability to grasp the full text. In the exam-oriented environment, junior high school English reading teaching mainly serves for the exam. In reading teaching, they pay attention to the practice of language knowledge related to exams, ignoring the cultivation of students thinking ability and humanistic quality .In the design of teaching activities, teachers ignore the differences in the difficulty of reading teaching. According to the researches of English education experts, students have differences in thinking ability, learning levels and English foundation, so it is particularly important to design and timely adjust teaching activities according to the concrete circumstance of students in the class. But there is a problem in teaching activities design of junior high school. Some teachers always design simple a