Research On The Application Of Schema Theory In Senior High English Reading Teaching

English reading teaching is one of the most important components of English teaching in senior high school.However,in the current senior English reading,the traditional reading teaching approach still plays a dominant part,which considers more about the knowledge of the words,phrases and grammar and ignores the learning,accumulating and applying of those schemata related to the reading materials in the students' mind.This reading teaching approach not only deviates from the requirements of the New English Curriculum Standards in China and the National College Entrance Examination,but also makes the students gradually form bad reading habits,which finally leads to a bad reading result and that the students' reading ability can not be improved effectively.In view of the above problems,therefore,the paper is written under the guidance of schema theory to conduct experiment and research and reason how to apply schema theory to senior English reading teaching in order to improve the students' English reading ability.The paper firstly introduces the significance,background,and question of the research.Then it reviews the studies on the application of schema theory to the English reading teaching in China and abroad.The author finds out that schema theory has already been applied in the English reading teaching in universities nowadays,but the relevant researches in senior high school are very limited.Then the paper makes the theoretical research about reading and schema separately and analyzes the correlation between schema theory and reading comprehension.Later,it comes to the concrete application of schema theory to English reading teaching in senior high school,the paper firstly analyzes the students' current English reading situation in the author' teaching school,Lu Shan NO.1 Senior High School,then the author points out the principles of applying schema theory to senior English reading teaching,under these principles the author puts forward the schema-oriented five-step English reading teaching approach.Finally,in order to prove the validity and efficiency of this new English reading teaching approach,the author divides his two classes into an experimental class(EC)and a controlled class(CC),and carried out a teaching experiment for a whole semester.During the experiment,EC is instructed by the schema-oriented five-step English reading teaching approach while CC is still taught by the traditional teaching approach.The similar reading comprehension tests are done by them in the pre-test and the post-test.The scores are collected and thestatistical analysis is done.The result reveals that the reading comprehension scores in EC have been improved more than that that in CC,the schema-oriented five-step English reading teaching approach is feasible and can greatly improve the students' English reading ability.So the author suggests that teachers can recognize the function of schema theory and apply it to their reading teaching in order to improve students' English reading ability.