圖式理論在高中英語閱讀教學中的應用

覃婧

摘要：在高中新課改的推動下如何進行有效的英語閱讀教學是當前備受關注的話題。本文通過教學實際案例探討了圖式理論在高中英語閱讀教學中的應用，對提高學生的閱讀能力是行之有效的。

關鍵詞：圖式理論；語言圖式；內容圖式；形式圖式；英語閱讀教學

中圖分類號：G642.41 文獻標志碼：A 文章編號：1674-9324（2015）11-0270-03

一、圖式理論概述

概括地說，圖式就是存在于人頭腦中已有的知識單位，就閱讀而言，按照F.C Barlette提出的理論，圖式可分成三種類型：①語言圖式，指讀者已有的有關語音、詞匯和語法等方面的語言知識，是對構成文章的語言基本要素的掌握程度及運用能力。②內容圖式，指讀者對文章的內容、背景和主題的熟悉程度。③形式圖式，指讀者對閱讀材料的體裁和篇章結構的了解程度。在這三種圖式中，語言圖式是內容圖式和形式圖式的基礎，即理解文章的基礎，內容圖式是理解文章內容的依據，為理解文章內容提供向導，形式圖式則是調用內容圖式的能力，形成正確的結構圖以提高對文章的理解，三者相輔相成，交互作用，缺一不可。

二、圖式理論在高中英語閱讀教學中的應用

閱讀過程就是利用已有的圖式對閱讀材料的一個不斷地選擇、檢驗、整理與加工并選擇和調整信息的過程。因此，在高中英語閱讀教學中應做到：閱讀前，充分發揮圖式的預測推理功能，利用插圖、標題和文章的結構進行相關的內容預測；閱讀中，充分發揮圖式的信息處理功能，利用關鍵詞及閱讀基本技能skimming，scanning，careful reading了解文章的基本結構，并進行深層次的理解；閱讀后，充分發揮圖式的鞏固記憶功能，通過畫語義圖，讓學生在視覺上有一個清晰的輪廓以便記憶進行復述課文、寫作等活動。

教學案例：對人教版高三教材選修九Unit1Breaking Records “The Road is Always ahead of You”的教學設計與反思。

教材分析：本篇課文的主題是“路永在前方”，介紹了擁有多項世界吉尼斯世界紀錄的傳奇人物阿什里塔·弗曼，一個非職業運動員卻取得了許多職業運動員無法企及的成就。本節課通過他的成長經歷以及獲得這些成就的精神動力，激勵學生認識自我的潛力，找到精神動力的源泉，實現夢想。

教學目標：①在閱讀中初步掌握本單元生詞、詞組及句型的用法，同時領悟作者如何進行內容安排，把握其主題，了解寫作意圖。②讓學生在閱讀中掌握速讀、跳讀、精讀等技能，遇到障礙時要調整心態和注意力。③了解吉尼斯紀錄的相關知識和這些紀錄創造者應具備的品質，促使學生擯棄“我不行”的心理暗示，讓意念統領身體走出一條成功之路。

教學重難點：依據記敘文的特點指導閱讀，訓練學生skimming，scanning，careful reading等技能，再對文章進行深層次的分析去評價主人公，并構建相關的圖式，然后利用所構建的圖式使學生能夠在理解的基礎上復述課文，作為書面表達的材料以鞏固課文，有利于建立新圖式。

教學手段：以教材為依托，利用現代多媒體手段結合傳統教學，呈現整個教學過程。

教學步驟：

Step 1 Lead-in——利用圖片組織討論激活已有圖式

Show students the pictures of some famous athletes which are taken at the end of the events.Have a discussion about how they feel and what they have in common.

1.Question：Who are the athletes in the pictures？

2.Group discussion：What may they be saying in their minds after they make it？What do they have in common to become successful world record holders？

Possible answers：I've got it！I know I can do it！It's hard to believe I made it！I've done my best …/Concentration，determination，devotion，diligence，enthusiasm，fitness，good physical abilities，hard training，perseverance，self-confidence，skills，strong will…

教學反思：本環節引導學生看圖并討論來激發學生的積極性，運用已有的背景知識激活已有圖式。通過討論，學生不但對杰出運動員的事跡有所了解，而且明白了他們之所以杰出的秘訣，擁有良好的心理素質及挑戰自我的決心和毅力是最重要的，因此更容易理解“只要擁有所有這些要素，任何一個普通人都可能成為記錄的創造者”（With all these qualities，anyone can be a record holder），逐步將學生引入閱讀話題，激發學生想要通過閱讀以了解更多相關話題的興趣，為下一步教學鋪平道路。

Step 2 Pre-reading——介紹背景知識擴充語言圖式和豐富內容圖式

Show students the pictures that will be talked about in the text.First，make them learn about each activity and how to do it； then ask them to experience one or more of this and have a discussion about what is needed to do these activities that seem not very serious.

1.Question：What is each person doing in the pictures？Do you know the names of the activities？

2.Class activities：Ask several students to act one or more of these activities，such as jumping jacks to see how they think of them.

3.Group discussion：①Would you like to try any of them？Do you think you are fit to do them？ ②Do you think you could do any of them for any length of time？

4.Look at the title and pictures to predict what will be mainly talked about in the passage.

教學反思：本環節讓學生借助圖片了解運動的名稱及其方式，再讓學生體驗其中一項或幾項運動，并思考討論所需要的身體技能。每種活動所要求的身體素質都不完全一樣，但所要求的心理素質是基本相通的，即concentration，strong will，devotion等。這種由淺入深的方式，使學生從感性認識上升為理性思考，了解了文章提及的運動項目，從而引入本文的背景知識，即擴充了學生的語言圖式，又豐富了他們的內容圖式，同時降低閱讀難度，再根據標題和圖片進行預測文章內容，為下一步閱讀理解做好充分的準備。

Step 3 While-reading——著重語篇理解構建形式圖式

1.Skimming：Quickly glance through the text and tick the topics about Ashrita that the author does not cover.①physical skills needed for events ② number of records broken ③how and why he became a sportsman ④kind of records broken ⑤ his appearance ⑥his family life ⑦ his place and date of birth ⑧his occupation

⑨ his education ⑩ his first Guinness record.

2.Scanning：Go through the text again to find out the answers to the questions：①Who is Ashrita Furman？Is he a natural athlete？②Who helped him build confidence to be a sportsman？③What is required to do these activities？④When and why did he enter the Guinness book of world records？

When dealing with the questions，tell students how to use some key words to get the answers quickly，such as while，yet and so on，and also help students solve language obstacles，such as in reality，unfit，meditation and so on.

3.Careful reading：Read the first two paragraphs carefully to get the answers to the questions：①Has he broken records in all seven continents？②How many records has he broken？

Then read from the third to seventh paragraph to get the information about what physical difficulties he has experienced when doing these activities？A.walking with a bottle of milk on his head B.standing on top of a Swiss ball C.somersaulting D.doing gymnastically correct lunges

Last，try to get how Ashrita came to be a sportsman and his beliefs as well，knowing how and when he ran into and entered the Guinness World Records so that students can make clear his motivation of challenging the Guinness World Records.In addition，have a guess about where he lives now and how old he is according to the text.Meanwhile，the teacher shows a semantic mapping to help students better understand the text.

After getting the main structure of the whole text，ask students to do some reading exercises-choose the best choices.

（1）Which kind of activity is most likely to make a person dizzy？

A.Standing on top of a 75cm Swiss ball

B.Jumping jacks

C.Doing gymnastically correct lunges

D.Somersaulting

（2） Which is NOT the reason why Ashrita became a successful sportsman？

A.He was very weak as a child，so he had to take more exercise.

B.He became one of Sir Chinmoy's students.

C.Ashrita entered the marathon and won much confidence.

D.He refused to accept any physical limitation.

（3）The underlined word “fascinate”means .

A.annoy B.attract C.amaze D.attack

（4）The passage mainly tells us .

A.how Ashrita became famous

B.how Ashrita became a sportsman

C.Ashrita enjoys the challenge of breaking Guinness records

D.why Ashrita got crazy about sports

教學反思：本環節引導學生在擴充語言圖式和豐富內容圖式之后進行語篇理解，并形成相應的形式圖式。根據新課程理念，首先讓學生快速把握文章結構要點，從整體明白文章大意。然后細讀文章，找準相關細節信息加深對文章的理解，告訴他們如何利用關鍵詞迅速找尋特定信息，期間出現的困難詞匯及短語，培養學生根據上下文進行猜測的能力。隨后為學生提供視覺上的結構語義圖，就更容易利用關鍵詞建立起文章的形式圖式，利于學生理清思路，深層理解語篇，為復述課文做好充分的準備。同時，還設計了高考閱讀理解題目，看是否達到了預期的閱讀效果。

Step 4 Post-reading——鞏固和運用圖式

1.Class work：Try to play relay in retelling the text one by one according to the structure shown on the screen.

2.Group work：Have a discussion about Ashrita's motivation and beliefs.①Why did Ashrita keep on challenging different Guinness World Records instead of taking part in the Olympic Games？②Why did he participate in unconventional and funny sports rather than conventional and competitive ones？③Why did Ashrita do active sports after learning quiet mediation？④What are his beliefs？ Do you agree？

教學反思：本環節組織學生依據已知圖式對課文進行復述，鞏固和運用在本課中形成的圖式，一方面，幫助學生記憶所學內容，培養語言運用能力，讓基礎較差的學生通過接龍的方式積極參與活動，激發他們的興趣；另一方面，討論主人公的動機和信念，了解他身上具備的品質，促使學生擯棄“我不行”的心理暗示，讓意念統領身體走出一條成功之路。

Step 5 Summary and Homework ——發展建立新圖式

1.There are only some cartoons about Ashrita in the text，so students can imagine the outlook of Ashrita.

2.Write a composition about what he says，“There is only one perfect road.It is ahead of you，always ahead of you”，taking students' daily life for example based on the standards from the college entrance examination in Hubei.If possible，search as much information about Ashrita as possible on the Internet after class.

教學反思：本環節先總結本課所學，再讓學生想象主人公的外在形象，并根據他的事跡完成半開放式作文，發展建立新圖式，為下一次學習提供相關的圖式。

三、教學效果與反思

總之，這堂閱讀課思路清晰，課堂設計合理，學生思維活躍，取得了很好的教學效果。這說明圖式理論對高中英語閱讀教學中具有指導和實踐意義，不僅有助于學生對語言的理解，還有助于增強學生的閱讀意識，擴大學生的背景知識，構建學生的圖式結構，提高學生的閱讀能力。因此，筆者認為，教師用圖式理論指導閱讀教學從而提高學生的閱讀能力是行之有效的。

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