An Experimental Study Of English Reading Teaching Under The Schema Theory In Senior High School

Nowadays,there are many problems in English reading teaching in senior high schools,which are mainly manifested in the fact that English teachers put too much energy into vocabulary,sentence patterns and grammar exercises in reading teaching,while they do not pay enough attention to the background knowledge of reading materials and lack corresponding schema knowledge training(Liu Bei,2018: 1).As a result,the students' reading level stagnates,and the improvement of their reading ability is limited.Gradually their interest and enthusiasm in English reading learning is lost,thus failing to really improve reading ability.This situation is far from meeting the requirements of students' English reading ability in the The English Curriculum Standards for General Senior High Schools issued by the Ministry of Education.Reading is an activity that integrates language and thinking.Readers need to understand the article according to the existing knowledge system or background knowledge in their brain memory,that is,the schema.Applying schema to reading teaching can help students effectively build a bridge between the old and new schema in the reading process.Under the guidance of Schema Theory and Reading Theory,this thesis intends to explore the application of linguistic schema,content schema and form schema in senior high school English reading teaching.This study attempts to address the following two questions:(1)How does the application of Schema Theory to English reading teaching affect senior high school students' English reading learning attitude?(2)How does the application of Schema Theory to English reading teaching affect senior high school students' English reading competence?This study uses teaching experiments to verify the effectiveness of Schema Theory in senior high school English reading teaching.The author selects 99 students from two parallel classes in Xinyang NO.1 senior high school for a 4-month study.Class 5 of Senior One is the experimental class,which adopts schema theory to guide English reading teaching,Class 6 of Senior One is the control class,which adopts traditional teaching methods.In this study,questionnaires and reading tests were used to collect data.The questionnaire survey is conducted in the experimental class.The students in the experimental class complete the questionnaire survey to compare the changes of students' reading attitudes before and after applying the Schema Theory before and after the experiment.At the same time,the author collects the readingscores of the pre-test and post-test of the two classes and analyzes the experimental data with SPSS22.0.The experiment results show that the post-test scores of the experimental class are significantly higher than the pre-test scores(p=0.000),and the growth rate is larger than that of the control class(the values of sig.2-tailed is 0.0063? 0.05);The students' reading learning attitude has also changed to some extent,not only reading learning interest has been improved,but also their reading learning methods have been improved(sig.2-tailed values are all 0.000< 0.05).This paper discusses in detail the three stages of applying Schema Theory to senior high school English reading teaching: the preparation and activation of schema before reading,the establishment and enrichment of schema during reading,and the accumulation and consolidation of schema after reading.The findings are as follows:First,the application of Schema Theory to English Reading Teaching in senior high school stimulates students' interest and enthusiasm in learning English,and helps them to broaden their horizons,increase their knowledge and help them to form good reading habits.Second,the application of Schema Theory to English reading teaching in senior high school help to improve senior high school students' English reading speed and performance effectively.