The Action Research On The Application Of Schema Theory To The Cultural Contrast In English Reading In Senior High School

Reading comprehension is a relatively important part of English teaching in senior middle school.But traditional reading methods and exam-oriented exam still exist in the class,both of which are against the request of New English curriculum standards.In the daily classes,English teachers simply pay much attention to the words and sentences,give too much emphasis on the vocabulary and grammar.They ask students to translate some words or sentences to finish the reading.Students gain the information from reading only by means of several questions made by their teachers.Obviously,the answer is entirely up to their teachers.Sometimes teachers demand nothing more than the main idea of the text.As a result,during the reading comprehension,students only need to answer some questions given by their teachers and passively learn what their teachers offer—only vocabulary and grammar.The reading methods like this will limit students’ learning progress,and prevent students’ thinking ability.They can’t learn by themselves actively,and their rights of gaining knowledge on their own are deprived.Besides,language and culture are related with each other.Learners must master western culture in order to learn English well.Therefore,the differences between Chinese and western cultures prevent learners’ reading comprehension if they don’t have a knowledge of this point.Basing on Schema Theory,this study uses the educational action research to carry out the specific research,which includes the circular process of the Study on the problem--the plan--survey--summary.This study also aims to solve many problems existing in the teaching of English reading in senior high school,such as how to improve English reading efficiency,deep reflect on culture teaching and what are the contents of culture teaching.The purpose of the study is to confirm the application of schema theory to English Reading Teaching in senior high school classroom,and to open up new ideas for English Reading Teaching in senior high school.This paper is to explore the teaching of English in senior high school.This research is about the teaching of the teachers in the real teaching practice.We should pay more attention to the teaching of the teachers.Firstly,collect the largest number and the scope of the relative data and study to analyze the current situation of English reading in senior high school students,and then put forward and sum up the factors as many as possible about the real impact of high school students English reading comprehension ability.Then,based on the summary to the specific operation,do the research for a total of about ten weeks on the students in senior high school,with the scope of the reading method,reading barriers,and cultural differences.Finally,the effect of teaching and learning in the course of English reading is thoroughly studied.The comparison of the results of previous and subsequent testing is done to prove the practical significance and maneuverability of the schema theory in English reading teaching.This thesis consists of five chapters.The first chapter is the introduction,which introduces the background,issues,purpose,significance,and related domestic and foreign research.The second chapter is the literature review part,which contains the domestic and foreign related research,and some theories of the research;The third chapter is the research and design of the whole research process,which describes the details of the study;The fourth chapter is the data analysis,including two rounds of action research in detail.The last chapter is the conclusion that the application of schema theory in the teaching of English reading comprehension.