Experimental Research On Rural Senior High School English Reading Teaching Based On The Schema Theory

In English language teaching, teachers are very concerned about the issue ofhow to improve students’ reading efficiency, and the key to improve their readingefficiency is to help them to find an effective reading mode. English teachers realizethat the "bottom-up" and "top-down" modes only emphasize the one-waytransmission of information and do not allow multilevel interaction, and attach greatimportance to the application of the schema theory in teaching English reading. Buthow to apply the schema theory better is still a research subject of linguists andlanguage teachers. Therefore, it is necessary to make further research into the role ofthe schema theory in teaching English reading in senior high schools throughempirical study.In this thesis, the author made a study on the application of the schema theoryin teaching English Reading in rural senior high schools through empirical analysis.An experiment is done to test the effectiveness of the application and two classes arechosen as an experiment one and a controlled one. Two different teaching methodsare adapted to the two classes respectively. At the end of the experiment the data arecollected and analyzed.The results of the experiments show that in the process of readingcomprehension, students’ prior knowledge not only helps them to understand thebackground knowledge of the text, but also affects their reading comprehension to agreat extent. Thus it is necessary for teachers to supplement and enrich students’background knowledge in the process of teaching reading, so as to build and activatestudents’ schema teaching mode; in this way teachers can improve students’ ability inreading English, expand their reading strategies and cultivate their good readinghabits. The author holds that the schema-oriented teaching mode is applicable toteaching English reading in high schools and has strong positive effects on textcomprehension. Therefore, in the process of teaching, teachers are advisable to do their best to help students to create, activate and enrich their schema knowledge, sothat they will be able to help them improve their ability in reading comprehension.