A Study Of Intermediate Chinese Reading Teaching Based On Schema Theory

Schema is the form and method of human’s summary of past experience.It is one of the stored forms of knowledge in the brain and can help human beings structure their own knowledge structure better.The increase in the number of schemas can increase the speed and accuracy of people to cognitive and process knowledge.Therefore schema theory is widely used in foreign language reading teaching in different fields.In recent years,it has also been introduced into the teaching of Chinese as a foreign language in China.This paper attempts to study the relationship between schema and intermediate Chinese reading teaching through the different types of schemas,including language schema,content schema,formal schema,and strategy schema,and discusses how each schema guiding role of teaching in intermediate Chinese reading at each stage.This study sets up a series of criteria and selects five intermediate Chinese reading materials since 2000 for analysis and comparison.By comparing the activity design of the schema activation before the reading,the activity design of the schema monitoring during the reading,and the activity design of the schema reconstruction after the reading,it is found that the five teaching materials are not consistent with the schema theory requirements to some extent.In line with this,it has caused certain difficulties in the application of schema theory in the reading of intermediate Chinese.In view of the problems and deficiencies analyzed above,this paper puts forward some constructive comments and suggestions on the compilation of Chinese reading materials,and proposes relevant measures for the improvement of teachers’ teaching philosophy and teaching methods.On this basis,this paper selects a lesson in the textbook Intermediate Chinese Reading Course that most closely matches the schema theory.Through specific teaching design cases and analysis of teaching strategies,the specific operation methods of Intermediate Chinese reading teaching guided by schema theory are verified.