中文摘要：英语阅读技能的掌握是听说读写全面发展的基础。由于应付考试，传统初中英语阅读教学仍存在很大问题。近年来，为改善英语阅读，国内外学者将图式理论应用到英语阅读教学中去。但大多是将图式理论应用于大学或者高中英语课堂的研究，基于图式理论探讨初中英语阅读教学策略的研究还不多见。因此，本文首先以问卷调查和教师访谈的形式找到初中英语阅读教学中存在的主要的问题,包括学生缺乏学习英语阅读的兴趣、学生学习英语阅读效率低下、学生对文章没有深层次理解，再以Rumelhart提出的三种图式：语言图式、内容图式、形式图式为理论基础分析以上问题，并找出了问题的原因。最后，基于问卷调查和问题分析的结果，进而对问题提出针对性的能够提高初中英语阅读教学效率的策略包括使用视听材料、游戏、头脑风暴来激活图式，提供文化信息、扩展词汇、介绍文本类型来建立图式，用角色扮演、复述、讨论来巩固图式。希望教师可以应用图式理论来解决问题，改进英语阅读教学方法，从而提高英语阅读中学与教的效率。

关键词：图式理论  英语阅读教学 现状 策略

TABLE OF CONTENTS

ABSTRACT

中文摘要

Chapter One Introduction-6

1.1 Background of the research-6

1.2 Structure-6

Chapter Two Schema Theory and Its Significance in English Reading Comprehension and English Reading Teaching-8

2.1 Definition of Schema-8

2.2 Relationship between English reading comprehension and schema-9

2.2.1 Relationship between English reading comprehension and Language schema-9

2.2.2 Relationship between English reading comprehension and Content schema-10

2.2.3 Relationship between English reading comprehension and Formal schema-10

2.3 Significance of application of Schema Theory in English Reading Teaching-11

2.3.1 Application of Schema Theory in Reading Teaching abroad-11

2.3.2 Application of Schema Theory in Reading Teaching at home-12

Chapter Three Current Situation of English Reading-13

3.1 A survey about English reading teaching in junior middle school-13

3.2 Causes leading to low efficiency in English reading teaching in junior middle school-15

3.3.1 Ignoring activating students’ schemata in English reading teaching-15

3.3.2 Neglecting instructing students’ establishing schemata in English reading-15

3.3.3 Lacking consolidating schemata in learning English reading-16

Chapter Four Strategies of English Reading Teaching Based on Schema Theory-18

4.1 Activating students’ schemata in English reading teaching-18

4.1.1 Using audio-visual materials to activate schemata-18

4.1.2 Using Games to activate schemata-18

4.1.3 Using Brainstorm to activate schemata-19

4.2 Instructing students to establish and accumulate schemata in English reading teaching-19

4.2.1Providing cultural information to accumulate schemata-19

4.2.2 Expanding vocabulary to accumulate schemata-20

4.2.3Introducing texts’ types to accumulate schemata-20

4.3 Helping students to consolidate schemata in English reading teaching-21

4.3.1 Using role-play to consolidate schemata-21

4.3.2 Using retelling to consolidate schemata-21

4.3.3 Using discussion to consolidate schemata-22

Chapter Five Conclusion-23

REFERENCES-24

ACKNOWLEDGEMENTS-25