A Survey Of The Current Situation Of The Application Of Schema Theory In The Teaching Of English Reading In High School

English reading is a concentrated expression of the comprehensive knowledge system and application ability of the English subject.English reading teaching should change from the traditional mode of emphasizing vocabulary and grammar to emphasizing comprehensive literacy and competence development,and strengthening students’ language awareness and linguistic thinking ability,and the new curriculum standards have also put forward clear requirements for high school English reading.According to The General High School English Curriculum Standards(2017 version,revised in 2020),the specific goal of the English curriculum is to cultivate and develop students’ subject core literacies such as language ability,cultural awareness,thinking quality,and learning ability that they should possess after receiving high school English education.However,the conventional reading pedagogy takes teaching words,sentences and grammar as the focus of reading,which leads to the stagnation of students’ reading level,limited improvement of reading ability,and gradual loss of interest and enthusiasm in learning English reading,which cannot really achieve the purpose of improving students’ reading ability.As one of the important theories of English reading,the schema theory has a general guiding effect on reading teaching.Using the schema theory to guide the teaching of reading English texts in high school,which can activate and help students to establish corresponding schemas in their minds,combine their main contents into the information network stored in their minds in a hierarchical way,and make the text structured,which can not only help students better understand the content of the text,but more importantly,help this will not only help students better understand the content of the text,but more importantly,help them open up their reading ideas,master reading skills,develop reading ability and improve their reading level.This study takes Mudanjiang M High School as an example,and uses the input and output hypothesis as the theoretical basis.Based on the schema theory,80 sophomore students and 12 sophomore English teachers were used as research subjects,and three research methods,classroom observation,questionnaire survey and interview,were used to study the following three questions:(1)What is the current situation of the application of schema theory in high school English reading teaching?(2)What are the problems in the application of schema theory in high school English reading teaching?(3)What are the reasons that lead to these problems? The research shows that(1)most teachers are able to use schema theory consciously in English reading teaching.(2)There are problems of uneven application of schema theory in reading teaching,inadequate input of content schema,mechanical explanation of language schema and less formal schema supplementation in reading teaching.(3)The reasons for the problems include teachers’ lack of attention to reading teaching,teachers’ own lack of accumulation of content schema,the influence of traditional teaching methods and the lack of explanation and guidance of formal schema.Through the research of this paper,the authors hope to improve the current situation of English reading teaching,and put forward some teaching suggestions to teachers for the problems and causes of the application of schema theory in English reading teaching.The author hopes to help teachers change their attitudes toward reading teaching,update their teaching concepts,apply schema theory flexibly,and continuously improve the quality of reading teaching.