图式理论对大学英语阅读教学的启示

Implications of Schema Theory for Teaching of College English Reading

根据图式理论论述了阅读理解的实质是读者的背景知识与文本信息相互作用的过程,英语阅读教学应考虑文本和读者的背景知识这两个方面的因素。大学英语阅读教学必须让学生体验其大脑中的图式在阅读过程中如何指导他们理解文章,据此将阅读教学分成读前、读中、读后三个阶段。指出读前要开展激活学生图式的活动,读中要引导学生运用图式来提高理解效果,读后要组织学生进行巩固和扩充图式的活动,并相应地提出了可操作性强、行之有效的教学建议。

The nature of reading is an interactive process between the reader＇s background knowledge and the textual information in the light of schema theory. The EFL reading teacher should take into consideration the factors on both parts as above and lead students to experience the process. The teaching practice for reading is divided into three stages, and some practical and effective suggestions are offered respectively. It is essential to activate students＇ relevant schemata before reading, indispensable to help students take advantage of the schemata to facilitate their understanding of the text during reading, and necessary to organize students to reconstruct or enrich their schemata after reading.