A Study On The Application Of Schema Theory In English Reading Teaching In Junior Middle School

Under the background of the new curriculum reform,and more and more attention has been paid to the comprehensive application ability of students’ language in teaching.Under the background of internationalization,English is widely used,and the society pays more and more attention to English application ability.At present,in the common English tests,English reading accounts for a large proportion,which has a great impact on the total score.At the same time,reading is also a very important content in English learning.Therefore,the teaching method of English reading is very important.However,through combing the relevant research,it is found that schema theory contributes to solve the existing problems,both the teaching content and the teaching model of teachers have obvious limitations,and many English teachers can not improve students’ reading level through more efficient teaching methods.Based on the existing problems in English reading teaching,this study proposes to strengthen the attraction of courses through schema theory,so as to improve students’ interest in learning and enhance their reading learning ability.The main methods used in this study include experimental method and questionnaire method.The experimental method is to test students’ reading ability before and after learning,and the questionnaire method is to test students’ actual reading level.The main object of this study is the students of two classes in grade seven of a junior middle school named Kang Qiao Junior Middle school in Xi’an.The first class is the experimental class,using schema theory for teaching;the second class is the control class,using traditional methods for teaching.Through the questionnaire survey,the questionnaire involves the investigation of students’ English reading motivation,interest,cognition and attitude,the reading scores data before and after the analysis with tool of SPSS,comparison and inductive research aim to get the research conclusion.Two questions have been answered:(1)Does the teaching mode guided by the schema theory enhance students’ interest in English reading?(2)Does the teaching mode guided by schema theory improve students’ English reading scores?The results of this teaching experiment show that more than 84.3% of the students in the experimental class are interested in learning English under the guidance of schema theory,and they often take the initiative to look up information.The number of students is 38.79% higher than that before the experiment,and the initiative of reading learning is also significantly improved.The independent sample t-test results of the two classes show that t =-3.325,significant(bilateral)= 0.001 < 0.05,indicating that there is a significant difference between the two classes in the post test data,and the experimental class’ s English reading performance is generally higher than that of the control class.According to the data,it can be seen that the teaching of English reading under the guidance of schema theory is helpful to improve students’ interest and comprehensive capability to the most extent in learning and get better grades.