Schema Theory in Reading Comprehension共10页文档.docx
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Schema Theory in Reading Comprehension共10页文档.docx
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SchemaTheoryinReadingComprehension共10页文档
SchemaTheoryinReadingComprehension
Abtract:
CultivationofthereadingabilityofVocationalEnglishteachingisoneofthemaintask.ExperimentsprovedthattheteachingofEnglishreadingandwhethertheeffectiveuseofschematheoryontheabilitytoquicklyincreasereadingabilityofstudentshaveagreatimpact.Thispaperpresentstherelativeoftheschemaandtheuseofreading.Schematheoryassumesthatsuchknowledgestructuresarestoredinanindividualsmemory.Schematheoryposits,thus,thatanindividualsolvesaproblemthroughtheapplicationofknowledgemodelsthatarestoredinthatindividualsmemory.
ⅠIntroduction
Readingmastersthelanguageknowledge,buildsthelanguagefoundation,gainstheinformationmainchannel.LooksoverthespecializedEnglishreadingeducationconventionalroutes,theonlydutyistohelpthestudentstosweepinthelanguagethebarrier,butneglectedhascomparedthetopleveltolanguagetheunderstanding.
Withoutadoubt,theteacherinEnglishreadingissupposedtounderstandtheessenceofteaching,obtainsfromthetextstructureandthecontent,accordingtoalanguagegeneralidea,betweentheattentionandtheoriginalknowledgesrelation,thecontentproperarrangements,helpsthestudenttoclarifythemaininformationwhichthetextpassesoncarries,andinstructsthemtodiscoverthismainpointandwiththeexistingknowledgebetweencombiningsite,formstheappropriatescheme,raisesstudentsreadingandhumanrelationsabilitygradually.
ⅡFactorsaffectingreadingcomprehension
StudentsofEnglishreadingactivityisaverycomplexpsychologicalprocessinwhichthepsychologicalmechanismsandrelatedfactors,accordingtothetraditionalview,readingisfromletters→words→sentences→Textofthebottomuporderprocessofunderstanding.Theprocessofreadinganarticlethatconstitutetheprocessofunderstandingthelanguageofthearticle,readtheproblemsencounteredbytheprocesshasbeensimplyattributedtolanguageproblem.Mustconstructandactivatethescheme,whenthelearnerreadsEnglishtextandthematerial,theteachermayemphasizethekeywordsinadvance,stimulatesthelearnertohavethecorrespondingscheme;Mayalsoinadvancetheadditionalremarksandthematerialrelated,thelearnerpossiblylittlecontactsknowledgeandsoonculture,scienceandtechnology;Mayalsorequestthestudenttoactaccordingtobig,thesubtitleandeachsectionofcentralsentenceforecastreadingmaterialscontent,thepreventionwrongschemeproduction.Onlywhenwehaveawealthofbackgroundknowledgeinreading,resultinginquickunderstanding.Therefore,therichertheschematicknowledgeoflearners,themoreintensereadingabilityyouacquire. IIITheintroductionofschematictheory
A.Thestudyofschematictheoryininternationalandabroad
Inrecentyears,anumberofcognitivepsychologistsintheinternationalarena,linguistsandartificialintelligenceexpertsconcertedtheirefforts,thatamorecomprehensiveexplanationofreadingprocesstheoryschematictheorywasborn.Schematheoryisusedtoexplainthepsychologicalprocessofcognitivepsychologists.CarrelandEisterholdtoschematheoryisdefinedas“relevantbackgroundknowledgeinlanguageunderstandingtheroleofdoctrine.”InaccordancewithCooksviewofschemaisthemindofthe“preexistingknowledge”or“backgroundknowledge.”
SchemaTheorytothetraditionalreadingconcepts,psychologicalpointofview,andsomenewcognitivepsychology,linguisticsandartificialintelligencetheoryhavebeenintegrated,itwillbeinterpretedasareadertoreadtheprocessofdiscourseatalllevelsandbetweenalllevelsoffromthetopdown(topdownprocessing)andbottom(bottomupprocessing)ofthetwokindsofinformationprocessingmethodsprocessofinteraction.
B.Schema
Whatisaschema?
Theschemetheoryisthecognitionpsychologistusesfortoexplainthemechanismonekindoftheory.Asearlyasin1781,Condethenproposedscheme(Schema)theconcept,andtakesitaphilosophyconcept.20shijichu,formtowerpsychologistBartlettproposedthattheschemewas“topastreflectionorexperiencespositiveorganization”.Thebasisofcognitiveschemataistheonedealingwiththeoutsideworldanyinformationyouneedtocallthebrainintheschema.Basedschemataistoexplain,predict,organization,andabsorbexternalinformation.
IVThesignificanceofthetheoryofreadingcomprehension
Schematacanrepresentknowledgeatalllevelsfromideologiesandculturaltruthstoknowledgeaboutthemeaningofaparticularword,toknowledgeaboutwhatpatternsofexcitationsareassociatedwithwhatlettersofthealphabet.Ausubel(1968)thatthebackgroundcomplementeachotherwiththeknowledgeofthelanguage,butalsoreadthetwoinseparableaspectsoftheprocess.Accordingtobackgroundknowledgeinreadingthedifferentrolesplayedbythereadersunderstandingofreadingmaterials,schematicknowledgefromthethreebasicdecisions:
linguisticschema,contentschema,andformalschema,allthreelanguagesinteractwiththereadingmaterials,content,form.
A.Linguisticschema Thelinguisticschemeisthecontentschemeandtheformschemefoundation.Thelanguageschemesestablishmentstudiesveryimportantregardingtheforeignlanguage,becausethelanguageisthestudentgraspstheforeignlanguageweakestlink,butthelanguageisalsothetransmitmessagemedium,doesnothavethecorrespondinglanguagescheme.
Linguisticschematareferstothevarioustypesofarticlesinthelanguagelearnerproficiency.Linguisticschemataisamediumforconveyingmessages,itisessentialtoestablishfortheforeignlanguagelearning.
B.Contentschema
Intheteaching,wediscoveredfrequentlythiskindofkindofphenomenon,thestudenthasspelledoverinarticleeachwordsandphrasesfreely,isactuallyunabletounderstandthefulltextthesignificance.Contentschemaisbackgroundknowledgeonthecontentofthearticleandreadersinthepastexperience,isthecoreofreading.Forexample,thisarticlehassuchasentence“WhenEuropeanexplorersfirstcametotheNewWorld,thefishinggroundsoffwhatwouldbecomeeasternCanadaandNewEnglandheldabundantcodandotherspecies.”Ifthesentencestructureofthesentencecarriedoutonlyanalysisofstudents“NewWorld”,“NewEngland”stilldonotunderstand.
C.Formalschema
Readingunderstoodthatnotonlyreceivesthearticlethelanguageandthecontentinfluence,butmustreceivethearticlestructuretheinfluence.Languagestructure,vocabulary,grammarandlanguagedomainunderstandingofthearticleItemphasizesthatthearticlechapterinthestructureofthelogicalrelationshipbetweeneachparagraph.Thistextisaverytypicalproblemsolving.Theverybeginningwhenthestudentsinreadingdidnoteventakeintoaccountstructure.Suddenlycametounderstandit,feelthatthearticleverywellunderstood.Itcanbeseenthattheactivemobilizationofthestudentsintheformofschemataisveryimportant,andsometimesevenperformmoreefficiently.
VSchematheoryintheteachingofEnglishreading
Teacherscantakethefollowingteachingmethodstoactivatethestudents’existingschemaandcreateanewschema.Helpingthemhavethebackgroundknowledgeandreadingmaterialsinthetextmessagewhichlinkstudentsintheuseofschematainreadingability.
A.Valuelanguageknowledgeteaching.
Whenreadingisstartedandinthetransfervisualinformation,studentslanguageknowledgeplayedthequitevitalrole.Itwillbeidentifiestheangleofviewsignaltheessentialmethod,languageschemelackingwithinsufficientwillhinderthereadingskillthedisplay.Onlythenlikethis,canachieveexpandstherichstudentspronunciation,theglossary,thegrammar,thephrase,thesentencestructure,theparagraphandthechapterstructureunceasinglyandsoonvariousaspectslanguagebranchingscheme. B.Helpstudentsetupnewschema
Helpstudentsdeveloparichlinguisticschematatoincreasetheknowledgeoflanguage.Learning,withasolidcontentschemata,richlanguageandformofschemata.Makethemunderstandthatreadingisnotjustaninterpretationoftheprocessofwordrecognition,butalsoaninteractionbetweenpsychologicalfactorsandculturalbackgroundoftheprocess.
C.Tohelpstudentsdistinguishandamendtheexistingschema
LanguageTransferphenomena,suchasChinglishproducedthefinalanalysis,isaschemamigrationinthelanguageperformance.Teachersshouldhelpstudentsdistinguishandidentifytheschemata,ormutualinterferencebetweentheschemawillaffectthereadingefficiencyandeffectiveness
D.Helpstudentsactivateexistingschemata
Teachersmaytakethegroupdiscussion,questionsandreviewothermethodstohelpstudentstoactivateexistingschemata.Basedonthestudentsthemselvesinreading,withdiscussion,questionsandtoreviewothermethodstoinadvanceobtaintheanswertothatquestionandanswerformatthanthetraditionalgood.Thevariousgroupsformedbyschematatosomeextentreflectstheircognitivestyle,andthenbyteacherstoguidestudentstoeliminatethewrongmessageandleavethecorrectinformation,andaddedfalloutoffocus.Studentsalsoreadthewaytoregaintheinitiative,sothebrainhasbecomeevenmoreclarityschema.
Conclusion
Inthereadingpsychologysdomain,astheschemetheoryexplained,theunderstandingprocessbecomestheresearchinreadingandunderstandingthemainstream.Thereadingactivityisaquitecomplexmechanism,inwhichpsychicmechanismandthecorrelationfactorsarevarious.
Readersandreadingprocessisatwowaycommunicationbetweenthereadingprocessinthee
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