| Abstract | 第7-8页 |
| 摘要 | 第9-13页 |
| Chapter 1 Introduction | 第13-19页 |
| 1.1 Purpose of the study | 第13-14页 |
| 1.2 Background of the study | 第14-17页 |
| 1.3 Significance of the study | 第17-18页 |
| 1.4 The overall structure of the thesis | 第18-19页 |
| Chapter 2 Literature Review | 第19-28页 |
| 2.1 Nature of reading | 第19-20页 |
| 2.2 Models of reading processes | 第20-23页 |
| 2.2.1 Top-down models | 第20-21页 |
| 2.2.2 Bottom-up models | 第21-22页 |
| 2.2.3 The interactive models | 第22-23页 |
| 2.3 Previous research on schema theory abroad | 第23-26页 |
| 2.4 Previous research on schema theory in China | 第26-28页 |
| Chapter 3 Schema Theory and Reading Comprehension | 第28-39页 |
| 3.1 Schema theory | 第28-30页 |
| 3.2 Types of schemata | 第30-34页 |
| 3.3 Schemata and differences in reading comprehension | 第34-35页 |
| 3.4 Implications of schema theory for reading comprehension | 第35-39页 |
| Chapter 4 Schema Theory in English Reading Classes | 第39-61页 |
| 4.1 A three-step English reading teaching model | 第39页 |
| 4.2 The approaches during the pre-reading step in class | 第39-47页 |
| 4.3 The approaches during the while-reading step in class | 第47-55页 |
| 4.4 The approaches during the post-reading step in class | 第55-61页 |
| Chapter 5 Research Design | 第61-74页 |
| 5.1 Hypothesis | 第61页 |
| 5.2 Subjects | 第61-62页 |
| 5.3 Instruments | 第62-63页 |
| 5.4 Procedures | 第63-69页 |
| 5.4.1 Setting goals and making reading plans (Stage One) | 第63-65页 |
| 5.4.2 Teachers’guiding (Stage two) | 第65-67页 |
| 5.4.3 Making assessments (Stage Three) | 第67-69页 |
| 5.5 Results and discussion | 第69-74页 |
| Chapter 6 Conclusion | 第74-77页 |
| 6.1 Significance of the three-step English reading teaching model | 第74-75页 |
| 6.2 Restrictions of the three-step English reading teaching model | 第75-77页 |
| Bibliography | 第77-83页 |
| Appendix | 第83-99页 |
| Acknowledgements | 第99-100页 |
| 攻读硕士学位期间发表的学术论文 | 第100页 |
