A Survey Research Of English Reading Teaching In Senior High School Based On Schema Theory

In the context of economic globalization,for better communication and exchange,people from many countries around the world are learning English,and China is no exception.The National English Curriculum Standards for Common Senior High School(2017 edition,revised in 2020)point out that listening,speaking,reading,writing,and watching are not only the basic ways of language use,but also the basic ways of language activities,and also the places where language skills are applied.For second language learners,reading is crucial.Scholars have pointed out that English reading is not only a psychological process for readers to acquire textual meaning across cultures,but also a interdisciplinary and multi perspective research field(Chen Dongchun、Chen Zhimin,2022).For a long time,under the influence of traditional concepts and teaching methods,some high school English teachers have focused on students’ mastery of long and difficult sentences and grammar points in reading teaching,neglecting students’ accumulation of relevant background knowledge and their understanding of discourse structure knowledge.The impact of this traditional reading teaching model is the dull and tedious reading teaching and the low reading efficiency of students(Song Yuping,2019).Therefore,how to help students improve their reading status and improve their reading comprehension ability has become an urgent problem that needs to be solved.In recent years,some domestic and foreign scholars have proposed the important role of schema theory in reading teaching,and English reading teaching guided by schema theory has also received attention(Paul&Christopher,2019,Lin Limin,2021).In this paper,teachers and students of a senior high school in Harbin,Heilongjiang Province were taken as the research objects.A total of 102 students from grade one to grade three participated in the questionnaire filling.The questionnaire filled in is "Survey Questionnaire on the Application of Schema Theory in High School English Reading Teaching".SPSS 24.0 was used to analyze the data obtained from the questionnaire.Based on the interview outline,10 English teachers of this school were interviewed and 43 reading classes of this school were observed to explore the following two questions: 1.What is the application status of schema theory in high school English reading teaching? 2.In high school English reading teaching,what are the main problems in the application of schema theory and what are the causes of these problems?The research results indicate that: 1.In high school English reading teaching,teachers place too much emphasis on language schemata,and in addition,students have limited knowledge of schemata.2.In the process of applying this theory,teachers do not use or rarely use schema theory,they find it difficult to maintain a balance among the three schemata,and they are unable to use the theory in depth.The reasons for the above problems include a lack of theoretical knowledge,a lack of mastery of teaching techniques for balancing the three schemata,and a lack of time.The innovation of this study lies in investigating the reasons for the problems in applying schema theory to reading classes,with the aim of providing some inspiration for front-line English teachers to apply schema theory in high school English reading classes.