图式理论在英语阅读理解中的应用The Use of Schema Theory in English Reading Comprehension论文摘要项目背景及问题综述：近几年来，一些研究阅读的学者认为，除了阅读水平，阅读技巧外，还有一个因素影响着阅读理解，即背景知识的作用这种叫做Schema的理论认为，阅读是一个人对文章的意思进行积极预测、选择、确认过程，这个过程不仅涉及读者的语言知识，同时也涉及读者过去的生活经验以及头脑中对事物所固有的抽象观念，即阅读理解不仅是一个人对语言文字和语篇的处理过程，而且是一个人对已有背景知识的应用和处理过程因此阅读理解是一个极为复杂的认知心理过程，它要求读者准确有效地运用储存在大脑中的已有信息结构去获取新的信息，因而背景知识掌握的多少，这一非语言知识因素，以及如何激活大脑中已储存的Schema，是阅读理解能否顺利进行的关键在新的英语教学里，英语阅读的教学作用已经得到了充分的重视然而，在老师们的教学过程中，仍然存在着不少有待解决我们的问题因此，本文的目的，也即是，探讨如何运用好图式理论，加强学生的英语阅读能力 可以说，在阅读教学中运用图式理论，不断丰富学生头脑中原有的图式，并指导学生激活图式、建立图式和运用图式，对提高学生的阅读理解能力大有裨益。
本研究基于这样的假设：运用图式理论，能有效提高学生的阅读理解力项目对象为：20名学生项目实施时间为期：两个星期项目调研结果：项目目标基本达成项目意义：理解学生在英语阅读学习时可能遇到的实际困难，真正有效地提高他们的英文阅读能力关键词： 图式理论，英语阅读理解力，英语教学 Abstract In recent years, some reading researchers hold a view that except for the reading ability and reading skill, there is another factor influencing the reading understanding, that is, the use of schema theory. This theory believes that, reading is a process for a reader to positively predict, choose and confirm the meaning of the text. This process not only consists of the reader’s linguistic knowledge but also involves a reader’s life experiences and the inherently abstract concept in the person’s mind. In another word, the reading comprehension is not only a process of the context, but also a implementation of background knowledge. Reading comprehension is a very complicated cognitive process, it requires a reader to gain the new information correctly and efficiently, by use of the exited information in his mind. Therefore, the mount of the schema and how to activate the schema which is stored in the brain, this non linguistic factor is the key point for successful reading comprehension. Our new English teaching approach has clearly stated that reading is one of the most important skills of English study. However, there still exits some problems in our English teaching, which may leads to students’ reading failure. My paper is therefore, focuses on how to apply the schema theory in English reading. In conclusion, during the application of schema theory in reading teaching, constantly adds more schema to students, and instruct students to activate, build and make use of the schema, will help improving students’ reading comprehension a great deal.Project Objective: to improve students’ skill of English reading.Project Hypothesis: schema theory will help students to improve their skill of reading comprehension.Project object: 20 studentsProject time: two weeksThe result of the project: quite satisfied by students’ good response.Table of ContentsPages1. Project Introduction 72. Project Identification and Analysis9 2.1 Project problems9 2.2 Problem analysis92.2.1 Analytic method92.2.2 Rote learning 92.2.3 Cause analysis 10 2.3 Results of the problem analysis 103. Project Objective and Hypothesis11 3.1 Project objective11 3.2 Project hypothesis114. Project Rationale114.1 What is schema theory114.2 Schema and comprehension11 4.3 Advantages of the schema theory 125. Project Design 13 5.1 Target Group and Control Group13 5.2 Teaching materials14 5.3 Teaching methods15 5.4 The schema theory activity design15 5.5 Researching tools 18 5.5.1 Post-test18 5.5.2 Reflection Notes18 5.5.3 Questionnaire18 5.5.4 Interview196. Project Implementation19 6.1 Background information19 6.2 Summary of project implementation19 6.3 Sample grouping 19 6.4 Data collection 207. Results and Discussion20 7.1 Learners’ perception of the new method20 7.1.1 Learners’ answers in the interview20 7.2 Comparison of the pre-test and the pro-test 21 7.3 Findings from the interview22 7.4 Findings from Teaching Notes228. Conclusion22Bibliography23Appendix A 23Appendix BAppendix C2525Appendix D 26Appendix E26The Use of Schema Theory in English Reading Comprehension1. Project Introduction Reading plays an important role in the whole English learning. However, how to read most efficiently? The traditional reading mode advocates bottom-up model（Goodman,1971:135）, or the passive decoding, which means that by understanding every word and phrase, the reader will surely gain the comprehension. But with the development of applied Linguistics and psychological linguistics, reading is found a process of positive guessing and confirmation, rather than a process of passive decoding, which is called top-down model. And, later on, an artificial intelligence expert, D.E.Rumelhart suggests that reading is a process of both bottom-up model and top-down model, which can be called interactive model.In fact, whatever model the reader chooses to use, the reading comprehension can not b。