认知图式教学模式与少数民族大学生英语写作

An Experimental Study of Teaching of College English Writing of National Minority in Light of Cognitive Schema Theory

将2010级非英语专业的4个民族班的新生划分为2个实验班和2个控制班进行对比研究,检测图式理论教学模式的效度。控制班采用传统的常规教学模式。实验班以认知图式理论为指导,比较写作语言、内容和形式三方面,对写作教学进行实证研究。研究表明:两组民族学生写作词汇没有太大改善,内容有所提高,结构明显改善。这说明图式写作教学对学生写作结构影响较大,提高形式图式较内容和词汇图式较容易。

the research aims to compare and contrast the writing achievements of the experiment class and the control class by implementing the scheme teaching in light of scheme theory, thus to verify the effectiveness of scheme teaching drills. It concludes that the scores of vocabulary don＇ t improve much, and the scores of the writing contents has improves a little, but the scores of the writing structure has improves a lot. It implies the scheme teaching has great influence on the writin~ structure.