| 元认知与图式理论对英语阅读教学的启示 |
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| 引用本文： | 黄婷,张熙.元认知与图式理论对英语阅读教学的启示[J].四川教育学院学报,2012(8):68-71. |
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| 作者姓名： | 黄婷 张熙 |
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| 作者单位： | 成都师范学院,成都 611130 |
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| 摘 要： | 传统的图式理论将图式分为语言图式、内容图式和形式图式三大类。随着元认知概念的提出,众多实验证明对阅读策略元认知程度的不同是阅读能力强和弱的学生之间的主要区别,也成为了有效运用图式理论帮助阅读理解的重要因素。因此,图式理论应将对阅读策略的元认知这一维度纳入其分类之中。基于此,阅读教学中,教师应在阅读前帮助学生激活图式;在阅读过程中,帮助学生将图式具体化、形象化;在阅读后,对阅读进行拓展,帮助学生对已有图式进行完善,提高学生对包括阅读策略元认知在内的四大类图式的理解和运用,全面提高阅读能力。
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| 关 键 词： | 元认知 图式理论 阅读策略 阅读教学 |
Enlightenment for Teaching Reading from Metacognition and Schema Theory |
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| HUANG Ting,ZHANG Xi.Enlightenment for Teaching Reading from Metacognition and Schema Theory[J].Journal of Sichuan College of Education,2012(8):68-71. |
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| Authors: | HUANG Ting ZHANG Xi |
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| Institution: | (Chengdu Normal University,Chengdu 611130,China) |
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| Abstract: | Schema theory has defined three types of schemata: linguistic schema,content schema and formal schema.Research has proved that levels of learners’ metacognitive awareness of reading and reading strategies distinguish proficient readers from less proficient ones.Therefore,a fourth type of schemata,which is the metacogntion of reading strategies,should be added to schema theory.Accordingly,teachers should activate students’ schema in pre-reading stage,help students apply schema in reading,extend reading in post-reading stages,motivate students to assimilate and accommodate new information in reconstructing schemata,and cultivate students’ metacogntion to enhance their reading ability. |
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| Keywords: | metacognition schema theory reading strategies teaching reading |
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