Application of Discourse Analysis based on Schema Theory in High School English Reading Teaching

Abstract

The English Curriculum Standards for General High Schools (Revised 2017 Edition 2020) emphasize the cultivation of students’ core competencies in English teaching and advocate the use of diverse teaching methods to enhance students’ language comprehension and application abilities. Schema Theory, as a cognitive theory, provides significant theoretical support for discourse analysis, helping students activate prior knowledge and construct meaningful connections during the reading process, thereby fostering deeper comprehension. This paper aims to explore the application pathways and practical value of discourse analysis guided by Schema Theory in high school English reading teaching. By analyzing the connotations of Schema Theory and its integration mechanism with discourse analysis, along with specific teaching cases, it elucidates how this method helps students improve their discourse comprehension ability, logical thinking, and cultural awareness, thereby optimizing reading teaching effectiveness and promoting the implementation of core competencies in the English subject.