Schemata Theory And English Reading Teaching In Senior High School

Reading is a very valuable skill, and it is said that50%of theknowledge that we used come from reading. Reading is the main methodof getting information for a foreign language learner, so reading has avery important role in foreign langue learning. In National MatriculationEnglish Test, English reading covers the most part of the test paper.Whether the students can get a good mark is decided by their readinglevel. However, some people who have traditional reading theories thinkthat reading ability is an ability on reading, understanding and attendingtests; reading course is a process which is from stimulating to reacting. Sofor a long period of time, English reading teaching is moving on aroundteachers who pay more attention to the explanation of words, sentencesand grammars; it ignores the process in which the students develop theirabilities and the importance of studying, accumulating and applying tothe Schemata. As a result, the teachers are too tired to teach and thestudents are too tires to learn。Nobody is satisfied with the result.Schemata’s theory focuses on the influence from the backgroundknowledge to reading comprehension.Readers must use their ownbackground knowledge and information from the text to understand thestructure and content of the text. Based on the former achievement and my own experiments of English teaching, this paper tries to talk aboutSchemata’s theory basis and the possibility of applying to English readingteaching in high school.In the paper, firstly I talked about the problems in English readingteaching in high school according to my teaching experience andunderstanding of the related books. Then, I introduced the differentconcepts and development process of Schemata and analyzed the closerelation between Schemata and reading comprehension process. And Ipoint out that the teachers should guide the students sets up their ownknowledge Schemata from diversified layers, that includes LanguageSchemata, Content Schemata, Rhetoric Schemata. At the same time, Iexplained the usefulness of using two kinds of comprehension modesunder the Schemata instruction, that is from up to bottom and frombottom to up. Then based on the former theories, I made a report aboutthe specialized experiment in my class.It includes experimental methods,object, experiment result and result analyses. Combined my specializedexperiment and teaching experience in many years, at end of the article, Iput forward some practical viable operation methods. For example,teachers should firstly guide the students to learn about Schemata theory,assess themselves logically. Secondly, teachers should improve readingteaching continuously, focus on the process of reading teaching (that is,before reading, teachers should use the inspiring function of the knowledge Schemata well, make active thinking atmosphere to developthe deeper Schemata. While reading, teachers should give studentsenough time to use the predicting, reasoning and judging function. Afterreading, we should use Schemata’s applying function to improve memoryand the Schemata.)What’s more, teachers can improve the main body ofSchemata by many ways. For example teachers can help students graspLanguage Schemata by vocabulary teaching and related languageteaching. And also teachers can develop many kinds of activities inclass， guide students to cultivate direct experience and indirectexperience from books and lives to enrich Content Schemata, and guidestudents to tell different article styles to develop their own RhetoricSchemata. At the same time, I point out the pratical meaning of setting updifferent kinds of Schematas and it is important to use Schemata’s theoryto reading teaching. I think the Schemata theory can help students raisetheir comprehension ability, form a good study habit and finally benefitstudents in their whole life.