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图式理论(Schema)被解释为“以等级形式储存于长期记忆中的——组相互作用的知识结构或构成认知能力的建筑砌块”(D. Rumelhurt, 1977)。这就是说,人们头脑中储存着多层次及各式各样的图式,如炒菜的图式,冲泡方便面的图式等等。图式论运用到外语教学研究中则主要被认为是用来解释外语学习和阅读的心理过程。众所周知,阅读是外语学习和研究的主要手段。本文试图运用图式论来探讨阅读理解的过程、阅读的难点及由此给英语阅读教学带来的启示。
Schema is interpreted as a “knowledge structure of group interactions or building blocks of cognitive capabilities that are stored hierarchically in long-term memory” (D. Rumelhurt, 1977). This means that people’s minds store multiple levels and a wide range of schemas, such as cooking plans, instant noodles and the like. The application of schema theory to foreign language teaching is mainly regarded as a psychological process used to explain foreign language learning and reading. As we all know, reading is the main means of foreign language learning and research. This article attempts to use schemata to explore the process of reading comprehension, the difficulty of reading and the enlightenment brought to English reading teaching.