认知语言学的研究结果表明,读者阅读理解文本的过程是读者发现图式、激活图式并更新图式的过程。在指导学生阅读文本时,教师应该设计更多有利于激活学生大脑中原有图式结构的问题或活动,促使他们更新陈旧过时的图式结构,从而提高他们的阅读能力,准确把握作者写作的意图,并加深对文本的理解。 Cognitive linguistics findings show that readers read the process of understanding the text is the reader found patterns, activate the schema and update schema. When instructing students to read the text, teachers should design more questions or activities that are beneficial to activating the original schema in the students’ brains, and encourage them to update the outdated schemas so as to improve their reading ability and accurately grasp the author’s writing intention , And deepen the understanding of the text.