閱讀是一個(gè)獲取信息的主要途徑,它越來越受到教師們的關(guān)注,因?yàn)橹挥谢陂喿x技能,其他相關(guān)語(yǔ)言能力才可以得到提高。閱讀有很多的作用,比如閱讀可以培養(yǎng)讀者的語(yǔ)感,擴(kuò)大讀者的詞匯量,提高他們的寫作,開闊他們的視野,讓讀者更加熟悉外國(guó)文化等,這些都會(huì)為英語(yǔ)的進(jìn)一步學(xué)習(xí)鋪平道路。由于英語(yǔ)新課程標(biāo)準(zhǔn)中對(duì)閱讀提出了明確的要求,教師應(yīng)該更加重視對(duì)學(xué)生的閱讀能力的培養(yǎng)。在每年的高考中,閱讀理解占高達(dá)40%的比重。然而,在中國(guó),英語(yǔ)教學(xué)存在一些問題。首先,傳統(tǒng)的教學(xué)方法仍是在主導(dǎo)地位。按照傳統(tǒng)的方法,老師會(huì)講解單詞,短語(yǔ),句子甚至翻譯整個(gè)文章。久而久之,閱讀課變成語(yǔ)言點(diǎn)的解釋課。更糟糕的是,這些語(yǔ)言點(diǎn)是被脫離開文章孤立的講解的。雖然國(guó)家已經(jīng)實(shí)施了教育改革,教育者們似乎穿著新鞋走舊路。學(xué)生閱讀能力的培養(yǎng)在這樣的教學(xué)模式下將被忽略,這是違反閱讀教學(xué)目的的做法。其次,教師缺乏有效的閱讀教學(xué)模式可循。因此,教師一項(xiàng)緊迫任務(wù)就是去探索可以應(yīng)用在閱讀教學(xué)中一些實(shí)用的,有效的閱讀模式。在探索過程中,有效度和適合度是教師應(yīng)當(dāng)考慮的主要問題�，F(xiàn)在專家已經(jīng)達(dá)成共識(shí),那就是應(yīng)采納以學(xué)生為中心的方法。但如何把這個(gè)想法應(yīng)用于具體實(shí)踐... 

【文章頁(yè)數(shù)】：81 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Ⅰ. Introduction
    1. The background of the study
    2. The purpose and significance of the study
    3. An outline of the thesis
Ⅱ. Literature review
    1.Theoretical basis of schema theory
    2. The definition of the schema
    3. Classification of schema
        3.1 Linguistic schema
        3.2 Content schema
        3.3 Formal schema
    4. Studies on schema theory abroad and at home
        4.1 Studies on schema theory abroad
        4.2 Studies on schema theory in China
    5. The definition of reading
    6. Three models of reading teaching
        6.1 The bottom-up model
        6.2 Top-down model
        6.3 The interactive model
    7. The research and application of schema theory to reading
        7.1 Researches on schema theory in reading abroad
        7.2 Researches on schema theory in reading in China
Ⅲ. Methodology
    1. Research questions
    2. Research subjects
    3. Research instruments
        3.1 Two questionnaires
        3.2 Pre-test and post-test
        3.3 Interview
        3.4 SPSS software
    4. Procedure
        4.1 Two questionnaires and pre- test before the experiment
        4.2 The teaching process based on schema theory in EC
        4.3 The teaching process in CC
        4.4 The responses to the sample classes in EC and CC
    5. Questionnaire , test and interview after the experiment
Ⅳ. Results and Data Analysis
    1. Data collection and analysis of questionnaire investigation
        1.1 Description of the questionnaire
        1.2 Data collection and analysis of the questionnaire
    2. Data collection and analysis of pre-test and post-test
        2.1 Data collection of the pre-test and post-test
        2.2 Data analysis of the pre-test
        2.3 Data analysis of the post-test
        2.4 Comparative analysis of the pre-test and post-test in CC
        2.5 Comparative analysis of the pre-test and post-test in EC
    3. Analysis of interview
Ⅴ. Conclusion
    1. Major findings
    2. Limitations
    3. Suggestions for the further researches
Bibliography
Appendix Ⅰ: Questionnaire
Appendix Ⅱ: Questionnaire
Appendix Ⅲ:TEST
Appendix Ⅳ: Questionnaire
Appendix Ⅴ:The Sample Classes In EC And CC
Appendix Ⅵ:TEST
Appendix Ⅶ: An interview after the experiment (實(shí)驗(yàn)后)
ACKNOWLEDGEMENTS


【參考文獻(xiàn)】：
期刊論文
[1]圖式理論在L2閱讀理解中的運(yùn)用[J]. 崔雅萍.  外語(yǔ)教學(xué). 2002(05)
[2]應(yīng)用圖式理論提高SBE閱讀能力[J]. 高云峰!621000.  外語(yǔ)界. 2000(03)
[3]背景知識(shí)與閱讀教學(xué)[J]. 張懷建，黃建濱.  外語(yǔ)界. 1995(04)

碩士論文
[1]圖式理論在高中英語(yǔ)閱讀策略教學(xué)中的應(yīng)用[D]. 郭素芬.首都師范大學(xué) 2007



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