Research On Reading Teaching Strategies Of High School Classical Chinese Reading Based On Schema Theory

The current Chinese classical language class in high school has issues such as low student initiative,a single teaching method by teachers,and neglect of the textual characteristics of classical Chinese.This article introduces schema theory into high school classical Chinese reading instruction in order to explore the practical significance of schema theory in the teaching of classical Chinese.Classical Chinese texts not only have a significant presence in the 2019 Ministry of Education version of the high school language textbook,but they also have typical schema construction and enrichment.The use of schema theory is beneficial for improving the teaching issues in conventional classical Chinese instruction,facilitating students’ internalization and transfer of complex classical language knowledge,and constructing their personalized knowledge system of classical Chinese.This article mainly employs research methods such as classroom observation,questionnaire survey,and interviews.It is based on the “Standard for General High School Chinese Curriculum(2017 Edition and 2022 Revision)” and combines them with the senior high school Chinese language textbook compiled by the Ministry of Education.By integrating theoretical knowledge from education,psychology,and schema theory,this research conducts teaching research based on the study of the learning situation and current status of high school students studying classical Chinese.Firstly,based on the role of schema in reading,the author proposes application strategies for high school classical Chinese reading instruction: activating existing schemas,constructing basic schemas,enriching the modified schemas,and transferring and internalizing schemas.Secondly,this strategy is applied to the teaching of classical Chinese for first-year high school students,and the teaching process of schema instruction is demonstrated in teaching examples.In order to verify the teaching effect,the author sets up teaching experiments with an experimental class and a control class.By analyzing the data of test scores before and after the teaching,it is concluded that schema theory has certain practical effects.Finally,the teaching practice is summarized and reflected upon.The author believes that students gradually construct their own knowledge system of classical Chinese by constructing and improving schemas and have achieved certain results in their application.However,there are also some shortcomings,such as varying levels of schema usage among different students,and some students not yet constructing personalized schemas.Based on this,the author proposes four targeted suggestions:focusing on the effectiveness of previewing,integrating teaching content,flexibly applying schemas,and consolidating and internalizing schemas.Overall,the introduction of schema theory is beneficial for improving the current situation of high school Chinese classical language reading instruction to a great extent.It promotes the diversification of teaching methods for classical Chinese,enhances students’ autonomy in learning classical Chinese,which has high application value and development prospects.In the practical application,teachers should closely integrate with the text content and teaching practice,and give play to the positive role of schema theory in teaching.