Impact Of The Schema Theory On The Narrative Text Roading And Use In Writing Materials For The Third-Year Senior High School Students

By comparing the use of the textbooks in teaching and learning Chinese language in junior and senior high schools, this paper holds the opinion that the Chinese language textbooks are far from being sufficiently used by students in senior high schools. During the third-year study in senior high schools, it is very common that students are likely to forget the contents of the textbooks that they have learned. In consideration of the stylistic layout of the new textbooks (the content is classified into units by theme or topic) as well as the mental capability that third-year senior high school students should possess, this paper tends to adopt the schema-theory-oriented method of text review to facilitate the use of the Chinese language textbooks in a way that senior high school students may apply the text contents to their essay writing, which would consequently strengthen the function of the Chinese language textbooks in the senior high school education, and also improve and enhance students'comprehension of the text contents through diverse brief and application of the text materials.This paper on the use of the schema theory focuses on two perspectives:one is the English psychologist Bartlett's studies, which proved through a series of recollection experiments that schemas played a significant role in text reconstruction, especially in the reconstruction of the narrative works; and the other is the research of the narrative text schema types and elements through cognitive linguistics.Based on the above-mentioned studies, this paper tends to help students build and improve their capability of text brief from diverse perspectives on the use of certain sentence structure, which would experiment and prove that the use of such sentence structure would have impacts on the students' reading comprehension and writing ability.The sentence structure adopted by the experiments for this paper is A represents that B is at/in/on/under C doing D. Specifically, A is a term for a key word, B refers to people, C refers to a scene (e.g., time, place and surrounding), and D refers to thoughts, behaviors and languages. Based on this sentence structure, this paper respectively designs the teaching process, enumerates the precedents of the homework and analyzes the cases. It tends to demonstrate through experiments that students'reading comprehension and writing ability vary during the experiments and their post-experimental application of the text materials differ from the pre-experimental test.