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摘要：In the traditional teaching English reading class in junior high school, the teachingand learning activities are centered on the recognition process of letters, words andgreater units of language. In class, the teachers keep talking while the students are busytaking notes.

g expectations.......... 28-29
        3.2.3 Help to get inferences .......... 29-30
        3.2.4 Focusing the readers' attention.......... 30-32
Chapter Four Research Design .......... 32-42
    4.1 Research questions.......... 32
    4.2 Subjects.......... 32-33
    4.3 Design of the research.......... 33-34
        4.3.1 The pre-test design.......... 33
        4.3.2 The post-test design .......... 33-34
    4.4 The procedure of the experimental research.......... 34-42
        4.4.1 Pre-test .......... 34-35
        4.4.2 Treatment .......... 35-38
        4.4.3 A sample teaching plan .......... 38-41
        4.4.4 Post-test .......... 41-42

Conclusion

As mentioned in the introduction, reading is a very important ability in our dailylife, especially for students who have to handle all kinds of texts. As an English teacher in junior high school, the author finds that there are many problems existing with thetraditional reading teaching method which is characterized by teacher-centeredinstruction and grammar-teaching, and the traditional teaching method contributes littleto students’ reading abilities. Based on the schema theory, the author designed andimplemented this experiment. The result suggests that it is feasible for the teachers toapply the schema-oriented teaching method in English reading classes in junior highschools. The study also has shown that many students have difficulties in reading due tothe lack of the appropriate schemata or failure of activating the appropriate schemata.So, teachers should try to enlarge students’ background knowledge and assist them toestablish abundant schemata. Besides, they should keep on working out new methodsand techniques to apply the schema theory in practice, so that students can get betterachievement in the reading comprehension.

References
1Anderson, J. C. (2000). Assessing www.51lunwen.org/chuzhongyingyu/ reading. Cambridge: Cambridge University Press.
2Anderson, R. C. (1984). Rode of the Reader's Schema in Comprehension, Learningand memory. Hiltsdale, NJ: Ertbaum.
3Anderson, R. C. and Pearson, P. D. (1985). A Schema-theoretic View of BasicProcesses in Reading Comprehension. Cambridge: Cambridge University Press.
4Anderson, N. J. (2003). Exploring Second Language Reading: Issues and strategies.Beijing: Foreign Language Teaching and Research Press.Bartlett, F. (1932). Remembering. New York: Cambridge University Press.
5Carrell, Patricia L. (1983). Background knowledge in second language comprehension.Language Learning and Communication, 2.
6Carrell, P. L. (1988). Some causes of text-boundedness and schema interference in ESLreading in P.L.
7Carrell, J. Devine, and D. E. Eskey (Eds.). Interactive Approaches toSecond Language Reading. New York: Cambridge University Press.
8Carrell, P. L.,&Eisterhold, J.(1985). Schema Theory and ESL Reading Pedagogy.TESOF Quarterly, 17.
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