A Research On English Reading Teaching Strategies Based On Schema Theories In Senior High Schools

With the development of information society, English is becoming more and more important. Reading is regarded as an important channel for learning English. Improving the reading teaching ability and emphasizing the cultivation of the students’reading ability is not only the necessity of the language learning but also the necessity of the society development; however, the influence of the traditional pedagogy is so great that our students are lacking in vocabulary and encounter many obstacles in reading. With reference to the Schema Theories, this thesis mainly analyzes the current English reading teaching situation and the existing obstacles to demonstrate the necessity of the English reading teaching based on the Schema Theories. The thesis is aimed at changing the teaching approaches polishing the teaching modes cultivating the awareness of the students’reading strategies constantly to improve the reading abilities of the students. The whole thesis begins with describing the background, significance and problems, and then it introduces some relevant concepts about the thesis, including the concepts of reading strategies and reading modes the Schema Theories. After introducing the relationship between schema and reading teaching, the thesis demonstrates the reading teaching strategies based on the Schema Theories on emphasis; moreover, it focuses on the author’s own methods of enriching the language schema establishing the content schema and emphasizing the form schema in students’ reading teaching, and the thesis verifies the conclusion with an empirical research from3aspects. First, the author gets to know the original level and the language learning attitude of the students in the empirical class through some small talks with these students. Then the author does a comparative research between the empirical class and the ordinary class.2classes are taught in different teaching methods. The empirical class is conducted with the English reading teaching strategies based on Schema Theories. Another class is conducted with the traditional strategies. The conclusion is drawn from the experimental data statistics and analysis. Finally, the students in the empirical class are interviewed to find out the change after the experiment; meanwhile, the teachers are asked to finish a questionnaire to know where the problems are in the teaching. At last, the thesis summarizes the conclusion from the empirical study is that the teaching methods which are based on the Schema Theories seem to be better than the traditional methods in practice.