基于图式理论的高中英语人物传记类阅读教学探究——以人教版选择性必修一“A Pioneer for All People”为例

A Study on Senior High School English Reading Teaching of Biographical Texts Based on Schema Theory—A Case Study of “A Pioneer for All People” in PEP Selective Compulsory 1

摘要: 阅读是提升语言能力的重要途径，其本质是读者与文本互动的复杂认知过程。读者需调动自身已有图式，包括背景知识、生活经验和认知框架等，以此解读文本内容。本研究以一节高中优质课为例，基于图式理论，通过文本分析与教学环节解构，探讨人物传记类阅读课中背景知识激活、认知框架构建与意义迁移的实践路径。研究发现，该课例通过“标题预测–历程梳理–品质归纳”的梯度任务链，有效激活学生原有图式并构建新认知结构，但在传记体裁图式显性化与批判性图式拓展方面仍有提升空间。本研究旨在为高中英语人物传记类文本的深度解读提供图式理论视角的教学策略参考。

Abstract: Reading is an important approach to improve language competence. Essentially, it is a complex cognitive process involving interaction between readers and texts. Readers need to activate their existing schemata, including background knowledge, life experience and cognitive frameworks, to interpret textual information. Taking a senior high school quality lesson as an example, this study, based on Schema Theory, explores the practical paths of background knowledge activation, cognitive framework construction and meaning transfer in biography reading classrooms through text analysis and teaching procedure deconstruction. The study finds that the lesson effectively activates students’ original schemata and constructs new cognitive structures via the progressive task chain of “title prediction-career sorting-quality induction”, but there is still room for improvement in the explicit teaching of biographical genre schemata and the expansion of critical schemata. This research aims to provide instructional strategy references for the in-depth interpretation of English biographical texts in senior high schools from the perspective of schema theory.