摘要
图式理论强调读者已有的背景知识在阅读理解过程中举足轻重的作用。该理论给予阅读教学的启示之一就是我们能够通过设计适当的阅读前期任务来帮助学生创建缺失的背景知识或激活已有的背景知识。本文采用真实的大学英语课堂材料,从相关性、适宜性、有趣性、多样性四方面探讨阅读前期任务的设置原则,以期最大可能地发挥这些任务应有的作用。
Schema theory emphasizes the important role that the reader＇ s background knowledge plays in the process of reading, The enlightenment it gives us is that we can design appropriate pre-reading tasks to help students build up absent schemata or activate schemata that they have already possessed. This paper uses authentic materials from College English classes and discusses 4 criteria in designing appropriate pre-reading tasks so as to maximize the potential held by these tasks. The criteria covered are relevance, appropriacy, interest and variety.
出处
《重庆大学学报（社会科学版）》
2005年第6期84-87,共4页
Journal of Chongqing University(Social Science Edition)
