The Application of Schema Theory to the Teaching of Listening： A Lesson Design  

作　　者：杜荣辉[1] 

机构地区：[1]南通大学外国语学院,江苏南通226019

出　　处：《课程教育研究（学法教法研究）》2014年第10期3-4,共2页

摘　　要：听力一直以来是全国英语四六级考试时学生失分较多的部分。这其中很大一部分原因要归结为学生头脑中图示概念的缺失。他们没有领悟到听力本质上是一个将大脑中的图式与外来信息相互联系，进而进行推理和重组的过程。当学生在大脑中形成图示概念后，他们可以迅速地将听到的外在信息与内在图示进行匹配，并对信息进行加工重组，从而达到记忆和理解信息的效果。因此将图示理论引入到大学英语听力教学中对于提高课堂教学效率有着积极意义。1. Introduction 1.1 Context of the teaching design Listening, the most frequendy mentioned part by CET 4 and CET 6 examinees when they are asked where they lose most scores, is always regarded as one of the most boring and difficult part in both English teaching and learning. In China, some col- lege English teachers just click the buttons on the computer to play listening materials to students and ask them to take down notes if necessary and answer the questions either in textbooks or in trial tests for CET 4 or CET 6. Students are totally passive re- ceivers, only writing down few words or expressions,

关 键 词：图示理论 听力教学 大学英语 

分 类 号：G64[文化科学—高等教育学]