The Application of Schema Theory in Senior High School English Reading Comprehension Teaching

Abstract

Developing students' reading ability is one of the primary tasks in senior high school English reading teaching. Experimental evidence suggests that the effective application of schema theory in English reading instruction has a significant impact on whether students' reading ability can be rapidly improved. This paper explores the importance of cultivating students' reading ability in senior school English teaching and emphasizes the analysis of the application of schema theory in English reading teaching and its notable influence on enhancing students' reading ability. The article first introduces the definition, development process, and theoretical foundation of schema theory. Subsequently, through case analysis and comparison with traditional senior high school English reading teaching, it reveals the application effects and existing problems of schema theory in senior high school reading comprehension teaching. Finally, the article proposes corresponding feasible solutions, aiming to provide references for the future application of schema theory in senior high school English reading comprehension teaching. It is anticipated that these insights will enhance students' interest and ability in reading comprehension, thereby maximizing the effectiveness of schema theory in senior high school English reading comprehension teaching.