A Study On The Design Of Post-Reading Activities In Junior High School English Reading Teaching From The Perspective Of Schema Theory

In 2022,the Ministry of Education newly revised National English Curriculum Standards for Compulsory Education,which mentions that language ability is a fundamental element of key competency.Reading,as an essential component of English skills,plays an important role in the improvement of students’ language skills and the significance of reading instruction cannot be ignored.In the P-W-P reading teaching modal,the post-reading stage particularly emphasizes students’ deeper interpretation of the text and the application of language,so the quality of post-reading activities directly affects the completion of the curriculum objectives.Due to the pressure of secondary school examination,some teachers tend to pay more attention to pre-reading and while-reading stage and just take mechanical practice in the postreading stage.The phenomenon that English teachers highlight input process while ignoring output activities is common and needs our attention.This study is based on schema theory,and questionnaires,pre and post-tests,and interviews are chosen as the research instruments to conduct an empirical study.Two classes in Grade 9 of a Junior High School in Changzhou,Jiangsu Province were selected for a two-month experiment.In the control class,traditional reading instruction was conducted,while in the post-reading stage of reading instruction in the experimental class,post-reading activities were designed from three different aspects of schema theory,i.e.,language schema,content schema,and formal schema.This thesis mainly focuses on three questions: 1)What are the effects of post-reading activities based on schema theory on students’ while-reading and post-reading skills and reading habits? 2)What are the effects of post-reading activities based on schema theory on students’ reading scores? 3)What are the effects of post-reading activities based on schema theory on students’ language expressive abilities? All experimental data is analyzed and processed through SPSS 26.The experimental results show that compared with traditional post-reading activities,post-reading activities based on schema theory can improve junior high school students’ reading performance,help them form good reading habits and practical reading skills,and students’ expression ability has been improved to varying degrees.Therefore,English teachers should first pay attention to post-reading activities.Secondly,they can design rich and varied post-reading activities with reference to schema theory to provide students with contexts to use language and thus improve the efficiency of English reading learning.