| ACKNOWLEDGEMENTS | 第1-7页 |
| ABSTRACT | 第7-8页 |
| 中文摘要 | 第8-9页 |
| Chapter 1 Introduction | 第9-17页 |
| ·Motivations for this study | 第9-11页 |
| ·Suggested solutions to the problem | 第11-15页 |
| ·Historical perspectives on reading in the ESL classroom | 第12-14页 |
| ·Suggested solutions to improving reading proficiency | 第14-15页 |
| ·Methodology intended for the study | 第15页 |
| ·Organization of the thesis | 第15-17页 |
| Chapter 2 The definition of reading proficiency | 第17-27页 |
| ·The nature of reading | 第17-22页 |
| ·Reading as a cognitive process | 第18-19页 |
| ·Reading as a constructive process | 第19-20页 |
| ·Reading as an interactive process | 第20-21页 |
| ·Reading as a social process | 第21页 |
| ·Reading as a strategic process | 第21-22页 |
| ·Summary | 第22页 |
| ·The definition of reading proficiency | 第22-27页 |
| ·Weir's definition of reading ability | 第23页 |
| ·Herber's interpretation of comprehension levels | 第23-24页 |
| ·Barrett's taxonomy of levels of comprehension | 第24页 |
| ·My definition of reading proficiency | 第24-27页 |
| Chapter 3 Theoretical foundation of teaching EFL reading | 第27-39页 |
| ·Interactive reading models | 第27-31页 |
| ·Bottom-up reading models | 第27-28页 |
| ·Top-down reading models | 第28-29页 |
| ·Interactive reading models | 第29-31页 |
| ·Schema theory | 第31-35页 |
| ·Definition of the theory | 第31-32页 |
| ·Characteristics of schemata | 第32页 |
| ·Types of schemata | 第32-33页 |
| ·The role of schema in reading | 第33-35页 |
| ·Communicative language teaching approach | 第35-37页 |
| ·Cooperative learning | 第37-39页 |
| Chapter 4 Design of student-centered classroom activities in College English reading classes | 第39-58页 |
| ·Definition of student-centered classroom activity | 第39页 |
| ·Necessities of designing student-centered classroom activities in College English reading classes | 第39-41页 |
| ·From the perspective of the nature of reading | 第39-40页 |
| ·From the perspective of the interactive reading model and schema theory | 第40页 |
| ·From the perspective of communicative language teaching approach and cooperative learning | 第40-41页 |
| ·Design of student-centered classroom activities | 第41-58页 |
| ·Procedures of designing classroom activities | 第41页 |
| ·Determining instructional goals | 第41-42页 |
| ·Analysis of instructional content | 第42页 |
| ·Analysis of learners' characteristics | 第42页 |
| ·Making plans of classroom activities | 第42-57页 |
| ·Classification of classroom activities in College English reading classes | 第43-44页 |
| ·Pre-reading activities | 第44-51页 |
| ·While-reading activities | 第51-55页 |
| ·Post-reading activities | 第55-57页 |
| ·Implementation and evaluation of the classroom activities | 第57-58页 |
| Chapter 5 The effect of the student-centered classroom activities | 第58-70页 |
| ·An experimental study | 第58-66页 |
| ·Objectives | 第58页 |
| ·Subjects | 第58-59页 |
| ·Method | 第59页 |
| ·Procedures | 第59-63页 |
| ·Teaching methods in the control group | 第59-60页 |
| ·Teaching methods in the experimental group | 第60-63页 |
| ·Test | 第63页 |
| ·Test results | 第63-66页 |
| ·A questionnaire survey | 第66-67页 |
| ·Analysis of the test result | 第67-70页 |
| Chapter 6 Conclusion | 第70-73页 |
| ·Implications of the study | 第70-71页 |
| ·Pedagogical suggestions for teaching reading in College English reading classes | 第71-73页 |
| Appendix 1 | 第73-74页 |
| References | 第74-77页 |
