| Abstract ( English ) | 第1-9页 |
| Abstract ( Chinese ) | 第9-10页 |
| Introduction | 第10-14页 |
| Chapter One Overview of the Researches on Reading Teaching | 第14-30页 |
| ·Perspectives of different reading process | 第14-17页 |
| ·Reading and decoding | 第14-15页 |
| ·Reading and prediction | 第15-16页 |
| ·Schema theory | 第16-17页 |
| ·Brief summary: reading as a multifaceted activity | 第17页 |
| ·Three models of reading teaching in FL context | 第17-20页 |
| ·Bottom-up model | 第17-18页 |
| ·Top-down model | 第18-19页 |
| ·Interactive model | 第19页 |
| ·Limitations of the reading models | 第19-20页 |
| ·Reading teaching influenced by social constructivism | 第20-24页 |
| ·The application of constructivism in reading teaching | 第21-22页 |
| ·The effect of constructivism in reading teaching | 第22-23页 |
| ·The implication of constructivism in reading teaching | 第23-24页 |
| ·The current situation of the teaching of reading in middle schools | 第24-30页 |
| ·Problems with present reading teaching | 第25-26页 |
| ·Various causes | 第26-30页 |
| Chapter Two The Theoretical Basis of the Study | 第30-48页 |
| ·The theory of social constructivism | 第30-41页 |
| ·A brief introduction of social constructivism | 第30-32页 |
| ·The model of social constructivism | 第32-41页 |
| ·The requirement of the curriculum reform | 第41-45页 |
| ·The compatibility between constructivism and quality-oriented education | 第41-42页 |
| ·Constructivism and the English Curriculum Standards | 第42-43页 |
| ·The constructivist perspective of learning in the English Curriculum Standards | 第43页 |
| ·The constructivist perspective of teaching in the English Curriculum Standards | 第43-45页 |
| ·The constructivist perspective of assessment in the English Curriculum Standards | 第45页 |
| ·A new teaching assessment: process-oriented assessment | 第45-48页 |
| Chapter Three The Design of the Experiment | 第48-64页 |
| ·Hypothesis | 第48页 |
| ·Introduction to the experiment | 第48页 |
| ·The experiment | 第48-50页 |
| ·Subjects | 第48-49页 |
| ·Materials and instruments | 第49页 |
| ·Procedures | 第49-50页 |
| ·The implementation of the experiment | 第50-61页 |
| ·Arousing students’motivation | 第51-53页 |
| ·Creating context related to reading material | 第53-54页 |
| ·Creating interactive language environment | 第54页 |
| ·Promoting collaborative learning | 第54-55页 |
| ·Providing authentic tasks to deepen the understanding | 第55-58页 |
| ·Training reading strategies | 第58-61页 |
| ·Providing positive feedback | 第61页 |
| ·Data analysis and discussion | 第61-64页 |
| Chapter Four The Implication of the Findings to the Teaching of Reading | 第64-68页 |
| ·Learner-centered teaching | 第64-65页 |
| ·Emphasizing the importance of context | 第65-66页 |
| ·Emphasizing collaboration at different levels | 第66-68页 |
| Conclusion | 第68-70页 |
| Appendix A: Pre-test paper | 第70-76页 |
| Appendix B: Mid-test paper | 第76-82页 |
| Appendix C: Post-test paper | 第82-88页 |
| Bibliography | 第88-94页 |
| Acknowledgements | 第94-95页 |
| 论文作者在学期间发表的学术文章 | 第95页 |
