图式理论突破了单词-词组-句子的线性传统听力理解模式,转而关注语言输出、输入交叉构成的信息图式、框架的解读。教师应鼓励学生参与到当前热点新闻资料的搜集,并引导学生选择文化信息量大的素材,以积累自己相关文化图式即背景知识,剖析其语篇结构,利用“自上而下”的概念驱动加工,将输入的信息借助联想、画面及数字链激活学生的相关背景知识,加以预测、分析、检验,最终完成对语篇的理解。 Schema theory breaks through the linear traditional listening comprehension mode of word-phrase-sentence, and turns to focus on language output, inputting the schema and schema of cross-composing. Teachers should encourage students to participate in the collection of current hot news materials and guide students to select materials with large cultural information so as to accumulate their own relevant cultural schema, that is, background knowledge, analyze their discourse structure and make use of “top-down” Concept-driven processing, the input information with the help of associations, pictures and digital chain to activate students’ relevant background knowledge to predict, analyze, test, and ultimately complete understanding of the discourse.