图式理论在初中英语阅读教学中的应用.docx
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1、ContentsChinese Abstract2English Abstract31. Introduction41.1Research 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 Students8
2、3.The Role of Three Kinds of Schema in English Reading Teaching93.1The Role of Linguistic Schema in English Reading Teaching93.2The 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 Teachin
3、g of Junior High School114.1Preparation 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
4、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
5、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
6、 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
7、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 a
8、bout 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
9、 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, th
10、is 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
11、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 interac
12、tion 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 language
13、s 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, g
14、rammar 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 devel
15、opment 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 fo
16、r 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 cons
17、truct 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 Eng
18、lish 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
19、 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 schem
20、a 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
21、 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 sche
22、ma 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 inheren
23、t 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 a
24、nd 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
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