English Reading Teaching in Junior Middle School based on Schema Theory

Abstract

English reading teaching has always been a key link in English teaching, which is not only related to the accumulation of students' language knowledge, but also related to the cultivation of students' reading ability. Schema theory, as an effective cognitive psychology theory, provides a new perspective and method for junior high school English reading teaching. This paper starts from three types of schemata, namely language schemata, content schemata and formal schemata, and uses middle school textbooks to illustrate the importance and practical significance of schema theory in middle school English classes, aiming to provide reference for middle school English teachers. Only by activating and expanding the readers' existing schema consciously, can the readers think actively in the process of reading, and then improve their comprehension abilities and reading effects.