A Study On The English Reading Teaching Based On Schema Theory In Junior High Schools

As one of the important means for people to obtain the outside information,reading is indispensable in study and life.With the increasing international communication,English plays an increasingly significant role.However,English reading can increasingly highlight its value.Whether in primary and secondary schools or universities,there are English reading comprehension courses in our country.However,according to the survey,most students in junior high school English classes do not accept English reading from the heart and they lay more emphasis on English scores.There is a lack of vitality in our class,so the learning of language knowledge and discourse content become a kind of joyless activity.In order to solve this problem,the study proposes the teaching model guided by schema theory in English reading teaching to improve students' interest and ability.The methods of experiment and questionnaire survey are mainly used in this study.And the former is used to test students' reading ability,while the latter is used to investigate students' present situation in English reading.The subjects involved in the study are students in class 3 and class 4 of junior high school in the west of Shandong Province.Class 3 is the experimental class and Class 4 is the controlled class.The teaching model based on schema theory is used in experimental class while the traditional teaching model is used in the controlled class.The results of study are analyzed by the software of SPSS22.0.Researcher teaches two classes personally and use the same textbooks.The study questions are as follows:(1)Can the teaching model be based on schema theory strengthen students' interest in English reading?(2)Can the teaching mode be based on schema theory improve students' ability in English reading?The study shows that after teaching model based on schema theory,88.37% of the students were interested in English reading in the experimental class,which was 34.89%more than the number of students before the experiment.According to the independent sample t-test of the post-test of the experimental class and the control class,T=2.954,significance(bilateral)=0.004<0.05,which was statistically significant.There is a significant difference between the post-test of the experimental class and the control class,and the improvement of the average score of English reading is higher than that of thecontrol class.The results show that the teaching model based on schema theory not only obviously enhances students' interest but also significantly improves student's ability in English reading.