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

Reading method is vital in improving senior high school students' reading ability.But due to the influence of the traditional English teaching method,English teachers always focus on the practice of vocabulary,sentence patterns and grammars a lot,which leads students the lack of schema knowledge in learning.Therefore,this thesis expects to explore the application effect of schema theory in English teaching of senior high school students.Based on schema theory,two classes in Grade One of Yan'an Middle School are chosen as the experimental subjects.One is chosen as experimental class,and the other is controlled class.During the teaching experiment,schema theory is applied in experimental class,but traditional method in controlled class.Reading tests are carried out in two classes before and after teaching and the data was analyzed by SPSS19.0.Meanwhile,per-questionnaire and post-questionnaire are also carried out in experimental class before and after teaching experiment to compare the changes of students' attitude towards reading after applying schema theory.From the experiment,combining two research questions are put forward in the study:(1)Can schema theory improve senior high school students' reading grade?(2)How does the schema theory influence students' attitude towards reading? The conclusions can be drawn from the following aspects: firstly,by comparing the two classes' reading scores,the application of schema theory can improve students' reading ability.Secondly,through the results of questionnaires,students' attitudes towards reading learning have been changed.Students' interest in reading is increased and reading method is improved.After experiment based on the study,the author puts forward some suggestions for English reading in senior high school,which expects to provide a certain references for English reading of senior high school.