一些學(xué)者及教師傳統(tǒng)地認(rèn)為閱讀理解是一個被動的,接受性的過程。但是早在1917年,桑代克（Thorndike）提出了“閱讀是一個解決問題的主動過程”的概念。30多年前,一些學(xué)者及研究者（尤其是Goodmanl967和Smith,1971）提出了閱讀是一個心理層面的主動的認(rèn)知過程。這種閱讀模式描述了怎樣猜測詞義及句法并為其抽樣歸類。1781年,德國哲學(xué)家、心理學(xué)康德（Immanuel Kant）首次提出了圖式的概念,意指閱讀者可以通過已存在于他/她頭腦中的知識無意識地理解文本內(nèi)容,反之,他/她已有的知識可以通過這種方式得到擴(kuò)展,從而幫助閱讀者提高他/她的閱讀效率及閱讀速度,一定程度上,還可以增加閱讀者的閱讀興趣。這種新的閱讀模式較之傳統(tǒng)模式更為不同,更為有效,國內(nèi)外的許多研究者與學(xué)者都對其關(guān)注頗多,如國外的卡爾（Carrell,1981;1983）,安德森（Anderson,1979）,喬那森（Johnson,198）,魯梅爾哈特（Rumelhart）,還有中國的白云（1985）,吳棠（1986）,樂美云（1991）,朱忠渡（1991）,黃丹丹（1992）,朱中毅（1993）,婁麗君（19... 

【文章來源】：長春工業(yè)大學(xué)吉林省

【文章頁數(shù)】：68 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Introduction
Chapter One Literature Review
    1.1 Studies on Schema-based Reading Abroad
    1.2 Studies on Schema-based Reading at Home
Chapter Two Theoretical Foundation
    2.1 Schema Theory
        2.1.1 Definitions of Schemata
        2.1.2 Categories of Schemata
        2.1.3 Functions of Schemata
    2.2 Reading and Reading Process
        2.2.1 Nature of Reading
        2.2.2 Reading Process
    2.3 Three Models of the Reading Process
        2.3.1 the Bottom-up Model
        2.3.2 the Top-down Model
        2.3.3 the Interactive Model
Chapter Three Methodology and Empirical Study
    3.1 Study Objective and Issues
    3.2 Subjects
    3.3 Study Instruments
        3.3.1 Reading Tests
        3.3.2 Questionnaires
    3.4 Procedures of the Study and Schema-based Training
        3.4.1 the Procedure of the Empirical Study
        3.4.2 the Procedures of Schema-based Training
    3.5 A Schematic Model of Teaching
        3.5.1 Enriching Linguistic Schema
        3.5.2 Constructing Content Schema
        3.5.3 Utilizing Formal Schema
Chapter Four Results Analysis and Implication
    4.1 Analysis and Discussion of the Reading Comprehension Test Scores
        4.1.1 Analysis of the Descriptive Statistics of the Pre-test and Post-test
        4.1.2 Further Analysis of the Post-tests Scores
    4.2 Analysis and Discussion of the Questionnaires Results
    4.3 Implication of the College English Teaching under Schema Theory
        4.3.1 Teaching Reading Skills
        4.3.2 Pervasion of the Cultural and Formal Background
        4.3.3 Encouraging the Extensive Reading out of Class
        4.3.4 Separating and Interacting Use of the Schema Theory
Conclusion
Acknowledgements
Bibliography
Appendix
    Appendix Ⅰ
    Appendix Ⅱ
作者簡介
攻讀碩士學(xué)位期間研究果



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