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Listening, speaking, reading, writing in the four language skills, listening comprehension is an important communication skills. One of the most difficult tasks of the hearing or language learners. Listening comprehension has been considered to be a passive process, in fact, listening is an active process. In the process of listening, the listener wants to obtain is the understanding of the contents of said speaker. To achieve this understanding, the listener using context clues and background knowledge and rely on many learning strategies, with the purpose to understand the speaker's meaning. Traditional listening class, the students passively listen or watch the video, and then were asked to answer the question, the whole process did not give them any tips or background. This hearing is not very good teaching to cultivate students' abilities. Dictation error analysis of the part from the students in the listening test can be seen, the students' lack of linguistic schemata, formal schemata and content schemata. To solve the above problems, the paper schema theory guidance Listening Teaching as a research topic, in order to find effective ways to improve the effect of teaching college English listening teaching. Schema theory holds that the hearer of background knowledge plays a key role in the hearing process. According to schema theory, listening comprehension is the process of interaction of the learner's background knowledge and text content, knowledge can be transferred to the new knowledge from known, and therefore recommended that college English listening class teachers should help students to activate their background knowledge, and use them to understanding of the new text. Knowledge previously acquired by the listener is the listener's background knowledge, background knowledge, including the listener previously learned all kinds of knowledge, such as knowledge of the language, social knowledge, cultural background, knowledge of life, etc.. Background knowledge structure is called a schema. Schematic knowledge is generally divided into three categories: language schema (language decoding and encoding capability), the form of schemata (article rhetorical structure and stylistic form) and content schemata (article cultural connotation background knowledge, etc.). The schema theory guiding significance hearing, in the hearing process, the listener should activate their existing background knowledge, and use them to understand the new text. Listening comprehension is like building a bridge between the old and new knowledge, the listener want to contact old knowledge to understand new knowledge. Understanding of the hearer new text depends largely on whether or not to activate their background knowledge. Therefore, teachers should provide relevant background knowledge through a variety of channels, so that the students used to predict and understand the information heard, and ultimately achieve the understanding of the central idea. According to schema theory, some teaching methods that can be used to guide the hearing teaching. If listened to carelessness and cue combination; listen to pre-school teachers and students are fully prepared to do; to formulate different tasks for different listening materials; hearing the text should be related to student life; listening class teachers should adopt some strategies to teach without all visits; teachers to inspire the listener to proactively listen, cultivate the listener consciously listening strategies. Three teaching activities (According to schema theory, there are a number of teaching methods can be used to guide the hearing teaching listening, listening, hear). Such as \This article will hear article is divided into two categories: the familiar content articles and content are not familiar with the article. Of the content familiar with the article, students have been established Passage, teachers should guide students to master the language knowledge, language features such as how to predict below; how to guess a new word and its meaning; identify important information stressed words;, and by interpreting Repeat to consolidate phrases such as sentence structure. Not familiar with the content of the article, teachers should try to activate students' background knowledge, so that they understand the effect, so as to achieve meaningful reconstruction. For example, teachers can provide relevant background knowledge; listen to the effect according to the associated words; cue to get the important details. Thus, when students listen proactive, listen to different materials to achieve the purpose of hearing requirements. This study is caused by a deeper understanding of the schema theory mechanism, consciously or unconsciously, to activate the processing of information using schematics help students enhance their English listening level.
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