| Acknowledgement | 第5-6页 |
| Abstract | 第6-7页 |
| 中文摘要 | 第8-14页 |
| Chapter One Introduction | 第14-22页 |
| 1.1 Research Background | 第14-15页 |
| 1.2 Reading Ability Requirements in NCEE | 第15-17页 |
| 1.3 The Present Situation of English Reading Teaching | 第17-18页 |
| 1.4 Purpose and Significance of the Study | 第18-19页 |
| 1.5 The Structure of the Thesis | 第19-22页 |
| Chapter Two Literature Review | 第22-38页 |
| 2.1 Schema Theory | 第22-25页 |
| 2.1.1 The Definition of Schema | 第22-24页 |
| 2.1.2 The Classification of Schema | 第24-25页 |
| 2.2 Reading and Four English Reading Types in NCEE | 第25-29页 |
| 2.2.1 Reading Ability | 第25-26页 |
| 2.2.2 Four English Reading Question Types in NCEE | 第26-27页 |
| 2.2.3 Schema and Four English Reading Types in NCEEE | 第27-29页 |
| 2.3 Schema Theory and Reading Comprehension Process | 第29-32页 |
| 2.3.1 Reading Comprehension Process | 第30-31页 |
| 2.3.2 The Contribution of Schema theory to the Reading Comprehension Process | 第31-32页 |
| 2.4 Previous Related-studies at Home and Abroad | 第32-38页 |
| 2.4.1 Previous Related-studies at Home | 第32-33页 |
| 2.4.2 Previous Related-studies Abroad | 第33-35页 |
| 2.4.3 Achievements and Existing problems of the Researches to date | 第35-38页 |
| Chapter Three Theoretical Framework | 第38-49页 |
| 3.1 The Gestalt Psychology | 第38-39页 |
| 3.2 Bartlett’s Theory of Remembering | 第39-41页 |
| 3.3 Piaget’s Schema Concept and Contemporary Conceptions of Schema | 第41页 |
| 3.4 Schema and Three Reading Phases in Reading Process | 第41-44页 |
| 3.4.1 Pre-reading Activities to Activate and Construct Schema | 第42-43页 |
| 3.4.2 While-reading Activities to Enrich and Reconstruct Schema | 第43页 |
| 3.4.3 Post-reading Activities to Consolidate, Modify Schema | 第43-44页 |
| 3.5 Schema Theory-based Reading Teaching Guidance | 第44-49页 |
| Chapter Four Methodology | 第49-61页 |
| 4.1 Goals of the Experiment | 第49页 |
| 4.2 Subjects of the Experiment | 第49-50页 |
| 4.3 Instruments | 第50页 |
| 4.4 Experiment Procedures | 第50-58页 |
| 4.4.1 Pre-test | 第50-51页 |
| 4.4.2 Different Classroom Teaching in Two Classes | 第51-58页 |
| 4.4.2.1 Classroom Teaching in Experimental Class | 第51-56页 |
| 4.4.2.1.1 Sample Lesson in Experimental Class | 第52-56页 |
| 4.4.2.2 Classroom Teaching in Experimental Class | 第56-58页 |
| 4.4.2.2.1 Sample Lesson in Control Class | 第57-58页 |
| 4.4.3 Post-test | 第58页 |
| 4.5 Data Collection and Analysis | 第58-61页 |
| 4.5.1 Data Collection Sources | 第59页 |
| 4.5.2 Purpose of Data Analysis | 第59-61页 |
| Chapter Five Results and Discussion | 第61-73页 |
| 5.1 Data Analysis Procedures | 第61页 |
| 5.2 Results of Tests | 第61-68页 |
| 5.2.1 Results of Pre-test | 第61-62页 |
| 5.2.2 Results of Post-test | 第62-64页 |
| 5.2.3 Results of Variance on the Increment of the Test Scores | 第64-66页 |
| 5.2.4 Results of Different Reading Question Types | 第66-68页 |
| 5.3 Discussions | 第68-71页 |
| 5.3.1 Discussion on the Teaching Situation | 第69页 |
| 5.3.2 Discussion on the Application of Schema Theory to Reading | 第69-71页 |
| 5.4 Summary | 第71-73页 |
| Chapter Six Conclusion | 第73-79页 |
| 6.1 Major Findings | 第73-74页 |
| 6.2 Implications | 第74-77页 |
| 6.2.1 Schema Activation, Reconstruction and Consolidation | 第74-75页 |
| 6.2.2 Background Knowledge in Reading Teaching | 第75-77页 |
| 6.3 Research Value and Limitations | 第77-78页 |
| 6.4 Conclusion | 第78-79页 |
| References | 第79-83页 |
| Appendix Ⅰ | 第83-88页 |
| Appendix Ⅱ | 第88-93页 |
| Appendix Ⅲ | 第93-97页 |
| Appendix IV | 第97-101页 |
| Appendix Ⅴ | 第101-102页 |
