| Reading is an important input way for English learning,which plays a significant role in English learning.The reading ability is directly related to the development of other basic English skills,such as listening,speaking and writing.However,affected by traditional translation method of reading teaching activities,some teachers in junior high schools has still laid an excessive emphasis on the teaching methods of vocabulary,grammar,syntax in the practical reading teaching activities,but has neglected the application of previous knowledge to activate background knowledge,to consolidate the language and content,and to enhance the reading effect,which gave rise to poor schema knowledge and were unable to be effectively used.All above contributes to a lower efficiency during English reading teaching,so that it fails to improve student’s ability to reading comprehension.Based on the previous researches on this theme,the author applies the schema reading teaching theory into the English reading teaching activities for Xinjiang students studying in mainland Junior Middle Schools.It aims to provide feasible solutions to the problems encountered in the current English teaching of in mainland Junior Middle Schools,so that these students in mainland Junior Middle Schools can have relatively perfect reading skills,and their negative attitudes towards reading can be changed,and effective reading methods and strategies can be adopted instead of bad reading habits,so as to improve their English scores.The study lasted for three months,and it takes Xinjiang students as the research object who are studying in mainland Junior Middle Schools from Grade 9 in Hami No.4 Middle School.The teaching experiment will be carried out in September 2018,with Class 4 as the treatment group and Class 7 as the control group.The textbooks are all from Grade 9 textbooks approved by the Ministry of Education in 2012 and published by People’s Education Press.The class hours are the same in two classes every week and this author is their common teacher.Before this experiment,it is firstly given questionnaires to these two classes in order to understand the current situation of their learning abilities to English reading.After the end of the experiment,the students were tested again for reading abilities.This article with method of data analysis software SPSS17.0 makes a quantitative analysis on test data,and simultaneously the reading learning effect of the two classes was compared and analyzed systematically in this study.Finally,a post-experiment questionnaire survey was conducted in the treatment group,12 students in this class were interviewed in the corresponding score section,so as to further understand their attitudes towards schema reading teaching activities.As a result,it is suggested that schema reading teaching model is conducive to improve students’ reading achievement.For English reading teaching,we should give full play to the role of students as the main body and should not neglect it.We should continuously accumulate our own reading background knowledge,enrich the language,content and form schema,and further strengthen the reading comprehension ability.The students’ English reading abilities should lay an emphasis on reading comprehensive abilities themselves,and the students’ reading skills,reading strategies,reading interests and attitudes have shown a healthy development trend.On the other hand,some students still argue that the traditional mode of reading teaching helps them to lay a solid foundation for language skills and have a more comprehensive understanding for vocabulary and grammar.Finally,the author draws the following conclusion through an objective and comprehensive analysis: Schema Theory has an effective guiding role in the teaching of English reading in junior classes and should be applied in order to continuously improve students’ reading level. |
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