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基于图式理论与阅读模式的高中英语阅读教学研究.docx

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基于图式理论与阅读模式的高中英语阅读教学研究 Abstract Withtherapiddevelopmentofthesociety,Englishhasbecomeincreasinglyimportantineveryaspectofourlife.However,Englishreadingskillshavebeenprovedtobeasignificantchallengeformanyhighschoolstudents.Therefore,thispaperfocusesontheresearchofEnglishreadingteachingmethodsinhighschoolsbasedonschematheoryandreadingmodetheory,withtheaimofproposingeffectivestrategiesforimprovingEnglishreadingperformanceinhighschoolstudents. Introduction Englishreadingisanessentialabilityforhighschoolstudentstoacquire.Itisnotonlynecessaryforacademicexaminationsbutalsovitalfordailylife,especiallyforthosewhodesiretocontinuetheirstudiesabroadorworkininternationalcontexts.However,manyhighschoolstudentsoftenhavedifficultyinreadingEnglishmaterials,andtheirEnglishreadingproficiencyisfarfromsatisfactory.Therefore,itisnecessarytoexploreeffectivemethodstoimproveEnglishreadingperformanceforhighschoolstudents. SchemaTheory Schematheory,proposedbyBartlett(1932),claimsthatreadersconstructthemeaningofatextbytheinteractionbetweentheirpriorknowledge(schema)andthenewinformationpresentedinthetext.Schemataarementalstructuresthathelpreadersunderstandandinterpretatext.Thesestructuresincludebothgeneralandspecificknowledgeandareshapedbyindividualexperiences,culturalbackgrounds,andeducationalbackgrounds.Therefore,readingcomprehensionisaprocessofintegratingthenewinformationpresentedinthetextwiththereaders'pre-existingschemata. Theschematheorysuggeststhatonewaytoenhancestudents'Englishreadingabilityistoactivatetheirschemabeforereading.Teacherscanactivatestudents'schemabyaskingthemtothinkabouttheirpriorknowledgerelatedtothetopicofthetext.Thiscanbedonethroughbrainstorming,discussion,orwritingabouttheirpre-existingknowledge.Then,studentscancompareandcontrasttheirpre-existingschematawiththenewinformationpresentedinthetext,whichwillhelpthemtobetterunderstandandrememberthenewinformation. ReadingModeTheory Thereadingmodetheory,proposedbyKintsch(1998),suggeststhatdifferentreadingmodesexistfordifferentty