谈谈图式基于图式论述文化背景知识在农村英语阅读教学中运用

论文导读：
摘要：阅读在听、说、读、写四项技能中占有重要的地位，中学外语教学课程标准明确把提升阅读能力作为教学重要目标，它是人们吸收知识和获取信息的重要途径。但长期以来，大量时间和精力的投入并没有收到预期的效果。理由之一是在我国农村，阅读课的教学主要以学习语言知识为主，教师重点讲授语言点、句法结构。然而在高考的压力下，学生们无休止地记单词和进行模拟训练。久而久之，他们对阅读失去了兴趣，英语成绩很不理想。另一个理由在于农村学生缺少相应的图式。大多数农村中学现在利用新教材，这种教材有着大量的文化背景知识和丰富的口语训练。而这对农村中学生来说很难学好，因为他们相比城市中学生来说缺少某些背景知识。国外很多学者和探讨者对图式论述进行了广泛探讨，这些探讨表明运用图式论述能够有效提升阅读理解能力。然而国内对图式论述的探讨现在主要是在大学里开展的,在农村中学英语阅读教学中还很少有这方面的探讨。作为曾经在农村中学任教的英语教师，面对农村中学不容乐观的英语教学近况，作者借助于图式论述的支持，结合自己的教学实践，试图探讨基于图式论述的背景教学是否适用于农村中学的英语阅读教学以及如何利用图式论述帮助学生扩大知识面进而提升学生的阅读能力、推动农村中学的英语阅读教学。通过对相关论述的介绍及对调查实验结果的浅析，本论文验证了背景知识在农村高中英语阅读理解中的作用：基于图式论述的背景知识的教学可以提升农村高中学生的阅读能力；利用图式论述对于读者的阅读理解有巨大的正面影响。由此，在农村英语阅读教学历程中，教师应该尽自己所能帮助学生创建、丰富和激活他们头脑中的文化图式知识，尤其对于和本国不同的文化加以讲解，以此来帮助他们提升阅读理解能力。关键词：背景知识论文图式论述论文英语阅读教学论文农村中学论文
本论文由www.7ctime.com,需要论文可以联系人员哦。ACKNOWLEDGEMENTS8-9
ABSTRACT9-11
摘要11-16
CHAPTER I INTRODUCTION16-23

1.1 Background of the research16-18

1.2 The present situation of Engpsh teaching in rural high school18-19
1.3 A simple introduction to Lidian High School19-20
1.4 Purpose and significance of the study20-21

1.5 The structure of the thesis21-23

CHAPTER II LITERATURE REVIEW23-39

2.1 Background knowledge23

2.2 Schema theory23-28

2.1 Definition of schema23-24

2.2 Types of schema24-26

2.3 Characteristic of schema26

2.4 Functions of schema26-28

2.3 Schema theory and Engpsh reading28-38

2.3.1 The nature of reading28-29

2.3.2 Three reading models29-34

2.3.1 Bottom-up model30-31

2.3.2 Top-down model31-33

2.3.3 Interactive model33-34

2.3.4 Summary and imppcation34

2.3.3 Schemata and reading comprehension34-35
2.3.4 Content schema and background knowledge35-38
2.4 The special background knowledge learning for reading comprehension38-39
CHAPTER III RESEARCH DESIGN39-50
3.1 Goals of the Experiment3论文导读：2.2.4Readingcarefully64-655.2.3Trainingstudents’readingskillsbasedondifferentrhetoricalstructuresofEngpsharticles65-665.2.4Expandingstudents’vocabulary66-685.2.5Enrichingstudents’extensivereading68-70CHAPTERVICONCLUSION70-735.1Generalconclusionsoftheresearch70-715.2Li
9

3.2 Subjects39-40

3.3 Procedures40

3.4 Instruments40-50

3.4.1 Questionnaires41

3.4.2 Observation41-42

3.4.3 Tests42-43

3.4.1 Pre-test42

3.4.2 Post-test42-43

3.4.4 Teaching practice with the suggested model43-50
3.

4.1 Different techniques in teaching43-44

3.4.4.2 Sample lesson in experimental class44-48
3.

4.3 Sample lesson in control class48-50

CHAPTER IV RESULTS AND DATA ANALYSIS50-59
4.1 Results and analysis of the information from Questionnairesof questionnaires50-52
4.2 Results and analysis of the information from tests52-57
4.2.1 Analysis of the information from Pre-test52-54
4.2.2 Analysis of the information from Post-test54-55
4.2.3 Comparison between the Pre-test and Post-test55-57

4.3 Results gotten from observations57-59

CHAPTER V RESEARCH FINDINGS AND IMPLICATIONS59-70

5.1 Findings59-60

5.2 Imppcations60-70

5.2.1 Introducing relevant cultural background knowledge60-63
5.2.1.1 The principles for teaching Engpsh culture in class61
5.2.1.2 Some methods for the implementation of cultural teaching in reading class61-62
5.2.1.3 Classroom activities for instructing cultural knowledge62-63
5.2.2 Some basic skills for Engpsh reading teaching63-65
5.

2.1 Studying the title63

5.

2.2 Skimming for main ideas63

5.2.2.3 Scanning for specific information63-64
5.

2.4 Reading carefully64-65

5.2.3 Training students’ reading skills based on different rhetorical structures of Engpsh articles65-66
5.

2.4 Expanding students’ vocabulary66-68

5.2.5 Enriching students’ extensive reading68-70
CHAPTER VI CONCLUSION70-73
5.1 General conclusions of the research70-71
5.2 Limitations of the research and recommendations for further research71-73
References73-76
Appendixi76-94