The Application Of Content Schema To The Teaching Of English Reading In Senior High School

English reading is not only a significant part of Senior High School English teaching, but also the foundation of the learning of English as a language. However, theoretical support for the method of English reading is hardly sufficient. Meanwhile, the teaching of English reading of Senior high school lacks methods with solid theoretical foundation,Researchers have been doing quantities of researches on the theoretical method of English reading. Especially since 1960 s, many theoreticians have developed the interaction theory of English reading. Actually, these theories which play significant role in the teaching of English reading are originated from Schema Theory. Content Schema, as a vital part of Schema, refers to use the background knowledge related to the article, including the theme of the article and the related knowledge of the theme, to enhance the comprehension to the article of the readers.With a class of students in Senior Grade One in Qufu No. 1 Middle School of Shandong Province as the research object, this paper conducts empirical analysis on the reading teaching under the guidance of schema theory by using the method of qualitative analysis supplemented by quantitative research, investigates the differences in students’ learning process and comprehension ability, carries out an experiment of reading teaching guided by a 20 weeks’ content schema, and compares students’ test scores and questionnaire results before and after the experiment, so as to verify whether the application of content schema in the process of English reading teaching is conducive to improving students’ interest in English reading and reading skills, and therefore finding out ways of English reading suitable for learners, thus improving learners’ reading ability and enhancing teachers’ reading teaching level.