The Application Of Schema Theory In The Teaching Of Vocabularies Of Classical Chinese In High School

With the gradual permeation of China traditional cultures in the system of teaching materials and Chinese curriculum, the substance of traditional culture is more and more commonly tested in the entrance examination to high school and college, which promotes the importance of the learning of classical Chinese. Meanwhile the vocabularies play a vital part in the learning of classical Chinese. Based on the fact, the article will discuss an effective approach to the teaching of vocabularies in classical Chinese, which is on the basis of schema theory.According to the Schema Theory, the knowledge frame of general events, objects and scenes universally exists in people’s minds, which is the foundation of learning and the memory of new knowledge. As far as the vocabulary learning is concerned, learning and memorizing new vocabularies is based on mental lexicon, which is made up of vocabularies stored permanently in the minds. Whereas the stacking and storage of mental lexicon is not casual and messy, but organized in order---either stored in hierarchical relation or in different compactness of lexical semantic relation. Therefore in the process of learning and accumulating vocabularies, it should be paid attention to that any individual word does not exist in isolation, but has something relevant in relations and connections, which is termed as syntagmatic and paradigmatic relations. Lexical semantic relations form a semantic field based on combination relationship or aggregation. Paradigmatic relation between semantics is special semantic field, since generalized semantic field still includes the combination of semantic relations. In this article special semantic field will be used to focus on the research of applying schematism to expressing the aggregation relationship between classical Chinese lexical semantics to assist the students to memorize and accumulate Classical Chinese vocabularies.The article researches on the vocabulary teaching method based on Schema Theory.The introduction elaborates the significance of the subject and classifies the application of Schema Theory in vocabulary teaching.Chapter One states Schema Theory, Internal Lexicon and Semantic Field Theory.Chapter Two states the application of Schema Theory in high school writings in classical style vocabulary learning. In this chapter four aspects of learning and accumulation of schema in classical Chinese vocabularies will be generalized and summarized---the same component agent original schema, extension schema, semantic field pattern and the schema of speech idioms. The teaching scheme and program of concrete words will be hinted on the basis of elaboration and analysis.In Chapter Three case analysis and related practice design in classical style teaching vocabulary will be represented based on the Schema Theory. In the conclusion part the shortcoming of the paper and the direction of the research will be indicated.The learning and accumulating of classical Chinese vocabulary is not only affected by the learners’ cognitive ability but also constrained and limited by the inherent characteristics of vocabularies. This article will provide effective method instructions for learners who are learning and accumulating the classical Chinese vocabularies, combining schema theory and mental lexicon theory with form semantics and special language environment of the vocabularies. The high school students’interest will be stimulated and their learning efficiency will be promoted if they can have a good command of the application of schema theory in the learning and accumulation of classical Chinese vocabularies.