The Study On The Applicableness Of The Introduction Of Background Knowledge To Chinese Teaching In Primary School

Nowadays, in many Chinese primary and middle school, teachers would like to import some information related with the text during teaching, which is called the background knowledge. Unfortunately, many teachers are not familiar with the concept and the range of the so-called background knowledge, and they know nothing about the usage of it under the principle of cognitive science. Because of the ignorance to Chinese teaching, there is still no the definition about the background information in Chinese class in China. On this occasion, there are still many Chinese teachers who are used to adopting the curriculum design with this so-called background knowledge to improve the quality of the curriculum and students'interests, and to expand the knowledge. It has become a stereotype how Chinese teachers organize the class activities.After the rapid development of cognitive science, more new theories are widely used in practice. For example, schema, in other words, the existing knowledge framework is used for assimilating new information and recalling old information. Schema chooses and organizes the new information, then brings them into an integrated and significant system. If the new information plug into the existing schema properly, they will be easier to understand, learn and keep than those do not.The main purpose of the thesis is, from the schema theory, to make sure whether the import of the background information can improve the quality of Chinese teaching. Then on the basis of the experiment, it goes on discussing and giving the advice about how teachers use background information, uniting the humanity of Chinese teaching.