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文本语言是作者基于严谨的语法系统,将自己的价值蕴藏在语言文字内部的一种文字符号系统。每篇文本的语言之中都包含丰富的价值意图和严密的逻辑联系。对小学生而言,他们正处于形象化、直观化的思维认知阶段,对文本的理解如果仅仅停留在符号认知体系,就会对文本的感知造成一定的影响。因此,笔者认为可以借助图式理论,契合学生的认知规律,提升学生的阅读能力。本文提出要引导学生运用文本角色图式策略把握形象、引导学生运用文本事件图式策略厘清线索、引导学生运用文本场景图式策略认识特色、引导学生运用文本状物图式策略理解寓意,提高阅读能力。
Text language is based on a rigorous grammatical system of the author, the value of their own hidden in the language of a text within the symbol system. Each text language contains a wealth of value and strict logic. For pupils, they are in the stage of visualization and intuitive cognition, and their understanding of the text can only affect the perception of the text if they only stay in the syllogism system. Therefore, I believe that with the help of schema theory, students ’cognitive rules can be used to enhance students’ reading ability. This paper proposes to guide students to grasp the image using the text role schemata strategy and to guide the students to clarify the clue by using the textual event schemata strategy and to guide the students to recognize the features by using the textual scene schemata strategy and to guide the students to understand the implication by using the textual schemata strategy to improve reading ability.