Abstract：English reading teaching plays an important role in junior high school English teaching. For junior high school students, the level of their English reading ability, to a large extent, determines the level of their English language application ability. Schema theory is a theory based on the characterization and storage of the knowledge of a certain topic. Rational application of schema theory in practice teaching is helpful to improve teaching efficiency. Due to the wide influence of traditional English teaching methods, students often lack the accumulation of knowledge related to schema theory, resulting in poor performance in reading comprehension. On the basis of elaborating the relationship between schema theory and English reading teaching, this paper aims to prove that its application in junior high school English reading classes can help optimize the teaching model of English reading, help students master English reading methods effectively, and then help improve their ability of comprehensive application.

Key Words: schema     schema theory     reading teaching     application

摘  要：英语阅读教学在初中英语教学中占有着十分重要的地位。对于初中生而言，他们英语阅读能力的高低，在很大程度上决定了他们英语语言应用能力的高低。图式理论，是指围绕某一个主题组织起来的，以知识的表征和贮存方式为基础的理论，合理应用图式理论于实践教学中有利于提升教学的效率。然而，长期以来，由于受传统英语教学法的广泛影响，学生们往往缺乏图式理论知识的积累与应用，从而导致在阅读理解方面的表现不佳。本文在阐述图式理论以及图式理论与阅读教学的关系的基础上，通过实践教学实验，旨在证明图式理论在初中英语阅读课堂上的应用有助于优化英语阅读教学模式，帮助学生掌握有效的英语阅读方法，提升阅读效果，进而提高初中生英语语言综合运用水平。

关键词：图式     图式理论     阅读教学     应用

Contents

Abstract I

摘要 II

Contents III

Chapter One   Introduction 1

  1.1 Background 1

  1.2 The Significance of the Paper 1

  1.3 The Goal of the Paper 2

  1.4 The Overall Structure of the Paper 2

Chapter Two   Literature Review 3

  2.1 Classification of English Reading Teaching Models 3

     2.1.1 Definitions of Reading 3

     2.1.2 Three Reading Teaching Models 4

        2.1.2.1 Bottom-up Model 4

        2.1.2.2 Top-down Model 4

        2.1.2.3 Interactive Model 5

     2.1.3 Schematic View in Reading 5

     2.1.4 Existing problems concerning English reading teaching in China 6

  2.2 Development of Schema Theory 7

     2.2.1 Definition of Schema 7

     2.2.2 Previous Researches on Schema Theory abroad 9

     2.2.3 Previous Researches on Schema Theory in China 9

  2.3 Importance of Schema Theory in Reading 10

Chapter Three   Methodology 12

  3.1 Research Questions 12

  3.2 Subjects 12

  3.3 Instruments 13

     3.3.1 Pre-test 13

     3.3.2 Post-test 13

  3.4 Teaching Materials 13

  3.5 Teaching Methods and Procedures 15

     3.5.1 Teaching Methods 15

     3.5.2 Teaching Procedures 15

        3.5.2.1 Experimental class 15

        3.5.2.2 Control class 16

  3.6 Data Collection 16

Chapter Four   Results and Analysis 17

  4.1 Results 17

     4.1.1 data of two pre-tests for different classes 17