A Study On The Application Of Cultural Introduction Based On Schema Theory To English Reading Teaching In Senior High School

The high school English curriculum standard（2017 edition）clearly requires that language skills are an important part of language application ability.The development of reading ability,language and humanities,scientific knowledge learning are through reading.The ability of thinking expansion and the improvement of aesthetic,appreciation and evaluation are also through reading.It can be seen that reading comprehension,as a way to acquire basic language skills,cultivate thinking and develop comprehensive quality,plays an increasingly important role.However,through literature review and cultural background understanding,the researcher finds that there are many deficiencies in the current cultural teaching of high school English reading class.For example,the traditional grammar translation method that teachers pay more attention to vocabulary,grammar and other language knowledge.Teachers have weak awareness,single teaching approach and lack of teaching time in actual cultural teaching.Therefore,based on the above research status of high school reading culture teaching,under the guidance of schema theory and on the basis of previous studies,this study proposes the ‘three-stage and five-way’ model.The model refers to activating schema by data acquisition,enriching schema by cultural comparison and situational experience activities,and consolidating schema by expanding reading and reflection evaluation.Cultural introduction is applied to English reading class to explore the questions.How does cultural introduction based on schema theory affect senior high school students’ reading motivation and reading achievement ?In this study,the author adopted qualitative and quantitative research methods.such as questionnaire survey,English time-limited reading test,teacher-student interviews and classroom observation.The author systematically and comprehensively collected effective data and analyzed the experimental data with SPSS24.0 statistical software,and drew the following conclusions.1.Cultural introduction based on schema theory has obvious improvement effect on senior high school students’ English reading motivation.In the experimental class,the improvement of internal motivation is enhanced,such as reading valence and reading interest.And the increase of reading participation is small.External motivation has a small increase,such as reading recognition and reading competition.The improvement of reading performance is enhanced.2.Cultural introduction based on schema theory has a certain impact on senior high school students’ English reading performance.The enrichment and improvement of cultural background schema and the mastery of basic reading skills help students improve their English reading performance.To sum up,the application effect of schema-based ‘three-five’ cultural introduction in senior high school English reading teaching is considerable,which improves students’ reading motivation to a certain extent,enhances students’ reading enthusiasm and confidence.At the same time,it also has a positive effect on reading achievement.