The Research On The Strategies And Application Of Schema-Theory-Based English Reading Teaching In Junior Middle School

The training requirement of English subject in junior middle school is to develop and improve students’ comprehensive ability of listening,speaking,reading and writing.Among the four skills,the status of English reading is particularly special,because English reading is one of the most effective ways for students to learn English language and improve their English language ability.And the cultivation and improvement of students’ English reading ability is mainly realized through the teachers’ English reading teaching activities in the school classroom,so the English reading teaching is of great significance in junior high school English teaching.But at present,in the English teaching practice of junior middle school in our country,teachers are still used to following the traditional teaching mode focusing on grammar and language point explanation and analysis,and pay less attention to the cultivation of students’ discourse comprehension ability,reading strategy and language ability,and have not been fully and reasonably applied to schema theory in English reading teaching and even the whole English teaching.This study is to choose 112 students from two classes in the eighth grade of Huangshi No.15 Middle School as the research object(Class A is the controlled class,and Class B is the experimental class.Their students’ academic achievement and English level were equal)to carry out a teaching experiment for one semester or four months.Before the experiment,a comprehensive and objective understanding and analysis of the English reading situation of the students in the eighth grade of the school will be carried out through the questionnaire,and then the reading teaching method,guided by the schema theory and suitable for the students’ learning situation,will be designed and used in the teaching experiment.Finally,through the SPSS analysis and processing of the pre-test and post-test data,the experimental conclusions are to be drawn to verify whether the English reading teaching based on schema theory can effectively improve the students’ reading comprehension ability and comprehensive English achievements,or whether it can improve the students’ reading ability more effectively than the traditional reading teaching methods.Thestudy results indicate that the students in the experimental class have not only improved their English reading level,but also made significant progress in their comprehensive English achievements.