| Chinese Abstract | 第1-5页 |
| English Abstract | 第5-7页 |
| Acknowledgement | 第7-10页 |
| 1. INTRODUCTION | 第10-14页 |
| ·Background | 第10-12页 |
| ·Significance of the present study | 第12页 |
| ·Questions of the present research | 第12-14页 |
| 2. THEORECTICAL BASIS | 第14-28页 |
| ·Social Constructivist | 第14页 |
| ·The Zone of Proximal Development | 第14-16页 |
| ·Schema Theory | 第16-17页 |
| ·Problems in reading comprehension | 第17-18页 |
| ·Psychological process of reading comprehension and the reading models | 第18-22页 |
| ·Bottom–up or Data-driven models | 第19-20页 |
| ·Top–down models | 第20-22页 |
| ·Interactive Reading | 第22页 |
| ·Model of Teacher-guided & Students-self-learning in reading classrooms | 第22-28页 |
| ·Whats’ Teacher-guided & Students-self-learning teaching model | 第22-23页 |
| ·The characteristics of this model | 第23-25页 |
| ·The principles of this model | 第25-27页 |
| ·The model is Learner-centered | 第27-28页 |
| 3. INVESTIGATION AND ANALYSIS | 第28-32页 |
| ·jectives | 第28页 |
| ·Design | 第28页 |
| ·Subject | 第28页 |
| ·Procedure | 第28-29页 |
| ·Instrument | 第29页 |
| ·Methodology | 第29页 |
| ·Data-collection & Results | 第29-30页 |
| ·Analysis | 第30-32页 |
| 4. APPLICATION OF THE TEACHER-GUIDED & STUDENTS-SELF-LEARNING TEACHING MODLE ING CLASSROOMS | 第32-38页 |
| ·The application of the model in each stage of reading teaching | 第32-34页 |
| ·Pre-reading activities | 第32-33页 |
| ·While reading activities | 第33-34页 |
| ·Post-reading activities | 第34页 |
| ·A case of the application of the Teacher-guided& Student-self-learning model in English reading classrooms in high schools | 第34-35页 |
| ·Result of the post–questionnaire and the application | 第35-38页 |
| 5. IMPLICATION AND SUGGESTIONS | 第38-42页 |
| 6. CONCLUSION | 第42-44页 |
| ·Findings | 第42-43页 |
| ·Limitations | 第43-44页 |
| REFERENCE | 第44-48页 |
| APPENDIX 1 | 第48-50页 |
| APPENDIX 2 | 第50-51页 |
