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众所周知,目前阅读理解部分在中学考试中所占的比重越来越大,但阅读学习一直是中学生的薄弱环节。因此作为教师应该怎样有效地培养并提高学生的阅读能力是一个引人关注的问题。以图式理论为理论框架,探析如何把该理论更好地运用到外语教学中,以提高学生的外语阅读能力,应该是非常有意义的尝试。一、图示理论的定义“图示”第一次最早是由康德提出来的。他把图式看作是“潜藏在人类心灵深处的一种技巧。”图示是人脑中已具有的经验知识网络,是一种包含了有关客体和事件的一般信息的知识结构。[1]正如Rumelhat所说,图示是认知的基
As we all know, the current reading comprehension part of the secondary school exams an increasing proportion, but reading learning has always been a weak link in secondary school. Therefore, as teachers how to effectively develop and improve students’ reading ability is an issue of concern. Based on schema theory, it is very meaningful to explore how to apply the theory to foreign language teaching better so as to improve students’ reading ability in foreign languages. First, the definition of pictorial theory “Pictorial ” The first time was proposed by Kant. He sees schemas as “a technique hidden in the depths of the human mind.” The pictorial representation is a network of empirical knowledge already in the human mind, a knowledge structure that contains general information about objects and events . [1] As Rumelhat said, pictorials are cognitive bases