| Acknowledgements | 第5-6页 |
| Abstract | 第6-7页 |
| 摘要 | 第8-14页 |
| Chapter One Introduction | 第14-19页 |
| 1.1 Background of the study | 第14-16页 |
| 1.2 Significance of the study | 第16-17页 |
| 1.2.1 Theoretical significance | 第16-17页 |
| 1.2.2 Practical significance | 第17页 |
| 1.3 Purpose of the study | 第17-18页 |
| 1.4 Layout of the thesis | 第18-19页 |
| Chapter Two Literature Review | 第19-38页 |
| 2.1 Critical Thinking | 第19-22页 |
| 2.1.1 Definitions of critical thinking | 第19-21页 |
| 2.1.2 Critical thinking skills | 第21-22页 |
| 2.2 Critical Reading | 第22-27页 |
| 2.2.1 Definitions of critical reading | 第22-24页 |
| 2.2.2 Characteristics of critical reading | 第24页 |
| 2.2.3 Critical reading strategies | 第24-27页 |
| 2.3 Relationship between critical thinking and critical reading | 第27-29页 |
| 2.4 Theoretical basis for the cultivation of critical thinking and critical reading ability | 第29-32页 |
| 2.4.1 Constructivism | 第29-30页 |
| 2.4.2 Critical Discourse Analysis (CDA) Theory | 第30-32页 |
| 2.5 Previous studies on critical reading at home and abroad | 第32-34页 |
| 2.5.1 Previous studies on critical reading at home | 第32-33页 |
| 2.5.2 Previous studies on critical reading abroad | 第33-34页 |
| 2.6 Recent studies on Chinese junior English textbook analysis | 第34-37页 |
| 2.6.1 Textbook and textbook analysis | 第34-35页 |
| 2.6.2 Recent studies on Chinese junior English textbook analysis | 第35-37页 |
| 2.7 Summary | 第37-38页 |
| Chapter Three Research Design | 第38-49页 |
| 3.1 Research Questions | 第38页 |
| 3.2 Participants | 第38-40页 |
| 3.3 Instruments | 第40-46页 |
| 3.3.1 Materials | 第40-44页 |
| 3.3.2 Questionnaires | 第44-46页 |
| 3.4 Research procedure | 第46-48页 |
| 3.5 Summary | 第48-49页 |
| Chapter Four Results and Discussion | 第49-64页 |
| 4.1 Results for critical reading activity design in the three versions of textbooks | 第49-53页 |
| 4.1.1 Types of critical reading activities in the three versions of textbooks | 第49-51页 |
| 4.1.2 Portion of different types of critical reading activities in the three versions oftextbooks | 第51-53页 |
| 4.2 Results for survey on front-line teachers’ deployment of critical reading teaching | 第53-58页 |
| 4.2.1 Teachers’ awareness of teaching critical reading strategies | 第54-55页 |
| 4.2.2 Frequency of applying critical reading strategies by teachers | 第55-57页 |
| 4.2.3 Teachers’ preference in reading classes | 第57-58页 |
| 4.3 Results for survey on teachers’ further understanding of critical reading teaching | 第58-61页 |
| 4.3.1 Teachers’ choices about setting improving students’ critical reading ability as ateaching objective | 第58-60页 |
| 4.3.2 Teachers’ recognization of critical reading activities in the current Englishtextbooks | 第60-61页 |
| 4.4 Discussion | 第61-63页 |
| 4.4.1 Discussion on the design of critical reading activities in the junior Englishtextbooks | 第61-62页 |
| 4.4.2 Discussion on the teachers’ weak awareness and low frequency of teaching critical reading strategies | 第62-63页 |
| 4.5 Summary | 第63-64页 |
| Chapter Five Conclusion | 第64-71页 |
| 5.1 Major findings | 第64-65页 |
| 5.1.1 Major findings concerning the design of critical reading activities in thetextbooks | 第64页 |
| 5.1.2 Major findings concerning teachers’ implementation of critical reading teaching | 第64-65页 |
| 5.2 Pedagogical implications and suggestions | 第65-68页 |
| 5.2.1 Implications for textbook compilers | 第65-66页 |
| 5.2.2 Implications for junior middle school English teachers | 第66-68页 |
| 5.2.3 Implications for teacher trainers | 第68页 |
| 5.3 Limitations of the research | 第68-69页 |
| 5.4 Suggestions for further studies | 第69-71页 |
| References | 第71-75页 |
| Appendix One | 第75-81页 |
| Appendix Two | 第81页 |
