A Study On The Application Of Teaching Model For English Tense Schematic Representation In High School

Tense teaching has always been a hot topic in foreign language teaching and research.When communicative approach was applied to foreign language teaching,tense teaching was despised for a time.In recent years,studies have shown that tense teaching can trigger learners to accurately identify language variants in foreign language teaching.Due to the advocacy and popularization of the new curriculum,many teachers misunderstand the teaching of tenses and have a one-sided understanding that the new curriculum does not teach tenses as the core content,so the teaching of tenses gradually fades out of grammar classes.However,students face challenges in tenses learning that can not be ignored.Their knowledge of tense is scattered,and they can not find the skills to solve problems by using the essential rules of tense,let alone form a systematic tense division system.Schema represents the knowledge acquired by human beings in the form of mental representation.The author makes a full study of schema theory,analyzes the characteristics of current tense teaching and the current situation of high school students’ learning of tenses,and tries to put forward the teaching mode of tense schema representation.The category of English verb tenses is one of the most controversial topics in linguistic research and also one of the key points in English teaching.From a cognitive perspective,this paper aims to provide a solid support for the schematic representation of English verb tenses based on the prototype category theory and construals,focusing on the typical and atypical usage of simple tenses,the anterior and posterior schemas of complex tenses,and their application in English teaching.On the basis of reviewing the content of English tenses in junior high school and combining with the tenses in senior high school,this paper constructs all the tense schema representation modes in middle school,in order to improve the overall cognition of English tenses in senior high school students.The author selected 102 students from two classes of grade two in a senior high school in Harbin as the research objects to carry out the teaching experiment,which was divided into experimental class and control class.The schema representation teaching mode was applied to the experimental class,while the control class adopted the traditional teaching mode of tense.The author adopts the methods of questionnaire survey,test and interview,and analyzes the questionnaire data,tense test results and interview content at the end of the experiment.The findings of this study are as follows:（1）The construction and implementation of the teaching model of schema representation makes the abstract and invisible event-time relationship visible,and cultivates senior high school students’ temporal learning consciousness to understand the relationship between events through the anterior and posterior relationship in space.（2）The visualized schematic representation can clearly display image-schema differences,which lay a solid foundation for distinguishing those easily confused tenses.High school students can differentiate them via tense schemas.（3）The implementation of the teaching model of schema representation enables students to understand the typical and atypical usages of high-frequency tenses in English,which can consolidate students’ cognition of polysemous tenses.（4）The empirical study shows that the schema representation teaching model significantly improves the reliability and validity of senior high school students’ English tense acquisition,and improves students’ tense acquisition performance.This study is of great significance to English tense teaching.If properly used,it is expected to find a detailed and easy-to-operate method in senior high school English tense teaching,and helps students overcome the fear of learning tenses.This paper constructs a complete schema representation model for English tenses,which broadens the new thinking of English tenses research,expands the application scope of prototype theory,schema theory and construals,and triggers Chinese learners’ in-depth understanding and cognition of English tenses.