认知图式与大学英语整体阅读教学

Cognitive Schemata and the Integrative Approach of Teaching EFL Reading in Colleges

作者以认知图式理论和它的发展为基础,从内容图式、文化图式和语篇教学三个方面阐述了大学英语整体阅读教学的必要性。通过对本课题的研究,可得出如下启示:语篇教学法的运用效率与学生图式知识的建构成正相关,因此,阅读教学应最大限度地赋予学生更多的新知,尤其是文化背景知识,在其大脑中建立尽可能多的新图式。

Based on the cognitive schemata, this paper analyzes the importance of adopting the integrative approach of teaching EFL reading from three aspects： coutent schemata, cultural schemata and discourse analysis. The research shows： the efficiency of employing the text approach is closely related with the construction of the students＇ schematic knowledge, so in the process of teaching EFL reading we should present the students as much new knowledge as possible, esp. the cultural background information in order to help them construct more schemata.