摘要
This paper tries to illustrate the pragmatic sense of schema theory in English teaching from the perspective of cognitive psychology. The process of knowledge acquisition is an assimilative process, in which the logic sense of the material in the form of words or any other symbolic representation interact with the notions in students' cognitive structure and hence produce individual psychological sense. This paper also observes teaching of English reading from the following six dimensions of the three perspectives of micro-proposition, synthetic-proposition and macro-proposition:1.degree of similarity of basic category words; 2. ambiguity of words and sentences; 3. ambiguity of the 'signifying' and the 'signified'; 4. the distance between the 'signifying' and the 'signified'; 5. the regressive search of cognition; 6. the unification of the 'part' and the 'whole'. The paper probes into the factors that influence students' cognitive process and the practice of schema theory in teaching.
本文从认知心理学的角度探讨图式理论在英语教学中的实际应用。揭示知识的习得过程是以文字或其它符号表征的材料的逻辑意义与学生认知结构中原有观念相互作用而产生个体的心理意义的同化过程,并从微观命题、综合命题和宏观命题三个层面上的6个维度去考察阅读教学:(1)基本范畴词的熟悉程度;(2)词和句的歧义性;(3)能指与所指的歧义性;(4)能指与所指的距离;(5)认知的逆向搜索;(6)局部与整体的统一。研究学生认知过程的影响因子,应用图式理论启示教学。
