Research And Design Of Teaching Chinese Reading At Intermediate Level Based On Schema Theory

As one of the important theories of psycholinguistics,Schema Theory has important theoretical and practical significance for reading teaching.In China,Schema Theory was first applied to English teaching.In the field of Teaching Chinese as a foreign language,research on Schema Theory is gradually increasing.The author conducts investigation and research based on current research status of Schema Theory and the problems encountered in teaching practice.At present,regarding to the research on Schema Theory in reading classes of Teaching Chinese as a foreign language,scholars discuss more about language,content and structure schemas,but less about strategy schemas.In terms of teaching practice,the author’ s teaching objects are intermediate adolescent international students,who are unique in age,learning needs,and schema reserve.There are problems in reading classes such as lack of interests and adequate reading skills.However,current academic community pays less attention to the reading teaching of this group,and there is a lack of reading materials that meet the needs of the adolescent group.Therefore,the author uses interviews,questionnaires,classroom observations,and data analysis to further investigate the existing problems and analyze the feasibility of Schema Theory applying ground on relevant data.Based on the Schema Theory,the instructional design is carried out before,during and after reading respectively.In this paper,intensive reading teaching text,general reading teaching,live reading teaching,and reading skills teaching are presented as teaching design cases,and different teaching designs reflect Schema Theory with different focuses.The author tries to use Schema Theory in reading instructional design to solve the problems in reading instruction,establish a reading instructional model suitable for adolescent students,and make instructional suggestions of three perspectives: teachers,students,and textbook compilation.Combined with the teaching evaluation,this study finds that Schema Theory is applicable to the teaching of intermediate Chinese reading for adolescent students.A reasonable teaching design can stimulate the reading interest of young international students and effectively activate students ’ schemas,balance the teaching contents corresponding to each schema in the whole teaching process,allocate the teaching time reasonably,and finally improve students’ reading ability effectively.