图式理论及其在中国EFL阅读教学中的应用  

On Schema Theory and its Application to China's EFL Reading Classes

作　　者：林中晨[1] 

机构地区：[1]漳州师范学院外语系,福建漳州363000

出　　处：《广西师范学院学报（哲学社会科学版）》2011年第4期109-113,共5页Journal of Guangxi Teachers Education University：Philosophy and Social Sciences Edition

基　　金：漳州师范学院科学研究资助项目(项目编号:SS09008)

摘　　要：图式理论自20世纪30年代提出以来,逐渐发展成为认知心理学、认知语言学领域影响广泛的重要理论。图式是以抽象的模块或图景储存在人脑中的各类已有知识和经验,具有抽象性、习得性、中介性、动态性等基本特征,它通过与文本信息的交互作用帮助读者实现阅读理解。合理借鉴图式理论,树立学生在EFL阅读中的主体意识,引导学生学习和积累各种图式,并灵活采用交互式阅读模式,这有助于更新阅读教学理念、培养学生阅读能力。Since it was put forward in 1930s, schema theory has been playing an important role in the field of cognitive psychology and cognitive linguistics. Schemata, referring to the prior knowledge structures and experiences stored in human memory and characterized as being abstract, acquired, intermediary and dynamic, interact with textual input to produce efficient comprehension for readers. Under the guidance of schema theory and with the aim to renew teaching concepts and cultivate better reading ability, we should help students to establish subject consciousness in EFL reading and direct them, on one hand, to accumulate various schemata, on the other hand, to adopt an interactive approach to reading.

关 键 词：图式理论 图式 EFL阅读 阅读教学 

分 类 号：H319[语言文字—英语]