A Case Study Of Junior Middle School English Reading Teaching Based On Schema Theory

Throughout the process of learning English, reading is always a significant approach to inputting and accumulating English knowledge for the students. Therefore, reading has become the focus of English teaching. With the development of educational theories and the change of social needs, the teaching objectives of English reading have changed a lot. Although the teachers and the students have paid great attention to reading, most students still come across many problems when reading English and the reading ability also have not been developed. The reason for the phenomenon is that deeply influenced by traditional teaching patterns, the teachers often use the "bottom-up" method to teach reading, which focuses on language points, such as new words and grammar. In this case, the reading ability will not be developed and the relative background knowledge will not be accumulated. Based on the previous studies, this paper combines the English reading teaching with the schema theory and uses teaching cases to research the effects of schema theory.First of all, this paper discusses the concepts and nature of reading, also introduces three models of reading comprehension, which show the important effects of language and background knowledge. Apart from the views on reading, the schema theory is explored. From the introduction of different definitions and types, the positive influence on choice, inference and memory is present in this paper. Based on the theories, this paper puts forward some implications, which are the frames for the cases analysis. The aim of cases analysis is to find out the application of schema theory in real English reading class and then point out some suggestions for teaching.As for the limitation of time and conditions, the cases collected are not abundant. However, this paper provides a more real and persuasive research method to English teaching. The study of English reading has a long way to go.