Strategies for Structured Knowledge Construction in Secondary English Reading Teaching Guided by Schema Theory

Qingqing Pan

doi:10.54097/efxhbe51

Authors

Qingqing Pan

DOI:

https://doi.org/10.54097/efxhbe51

Keywords:

Schema Theory, Reading Instruction, Structured Knowledge, Knowledge Construction Strategies

Abstract

Many drawbacks in traditional English reading teaching, such as fragmentation of information and superficiality of thinking level, have seriously hindered the development of students' deep understanding and critical thinking ability. To address these problems, this paper explores the intrinsic connection between cognitive schema and structured knowledge based on schema theory, and puts forward the following suggestions: "Do a good job of pre-course introduction, link students' background knowledge"; "Integrate classroom key points, present a clear mind map" and "Enhance information literacy, AI boost structured knowledge generation"" and other construction strategies, aiming at improving students' English reading ability, realizing the transformation from knowledge to literacy, and providing teachers with certain ideas and methods for the construction of structured knowledge in reading teaching.

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