Teaching intensive reading within the framework of schema theory
Fen Wang · Shandi Nongye Shengwu xuebao · 2000
Many students have difficulties in obtaining the global meanings of texts. This paper intends to propose some suggestions on how to help students reach a deeper understanding of texts in intensive reading classroom within the framework of schema theory. It mainly discusses the important effect of prior knowledge on further understanding and provide three methods to help solve this problem:make good use of pre reading activities; enrich the students' background information; analyze the structure of texts. By doing teaching experiment to put these approaches into actual use, the conclusion can be made that texts become easier to understand when the teacher enhances the students'prior knowledge and guide them to link their existing knowledge to the new text.