Effects Of Schema Theory On Improving Low-level English Students’ Reading Abilities In Senior High School Through Cooperative Learning

Reading plays an important role in improving learners’language ability. It’s also an important part of English teaching. It’s not only an important way to enhance their own ideation and intellect, but also a good way to enlarge their vocabulary and enrich their knowledge. However, the situation of English reading teaching in senior high school is not satisfying, which results in the polarization of students. Some students’interest and confidence in English learning are declining gradually. And finally, they turn into the so-called low-level English students.This paper aims at using the Schema Theory to develop a teaching model to improve the low-level English students’reading abilities in senior high school through cooperative learning. After field research, I come to the following conclusion. First, choose the reading materials under the principles of connection and particularity, which will benefit the teachers’reading teaching of the low-level English students. Second, cooperative learning can fully inspire the learning enthusiasm of the students and be used in schema teaching. Third, the activation and building of the students’ schema is a good method to improve the low-level English students’ reading. Fourth, to consolidate and expand the schema after reading is an important part of reading. Last, the results of the experimental classes show that under the guidance of the Schema Theory, the cooperative learning in the senior high English reading teaching of the low-level students is an effective teaching model. The study will help solve the senior school low-level English students’learning difficulty and improve their English reading ability. The article can be of certain reference value for senior school English teachers.