| Acknowledgements | 第1-4页 |
| Abstract in Chinese | 第4-5页 |
| Abstract in English | 第5-8页 |
| 1． introduction | 第8-11页 |
| 2． CLT Theories | 第11-18页 |
| 2．1 Appearance of CLT | 第11-14页 |
| 2．1．1 The historical background of CLT | 第11-12页 |
| 2．1．2 Theoretical bases of CLT | 第12-14页 |
| 2．2 Major Principles of CLT | 第14-18页 |
| 2．2．1 Communicative principle | 第14-15页 |
| 2．2．2 Meaning principle | 第15-16页 |
| 2．2．3 Learner - centered principle | 第16-17页 |
| 2．2．4 Task principle | 第17-18页 |
| 3． Reading theories | 第18-24页 |
| 3．1 The bottom-up approach | 第18页 |
| 3．2 The top-down approach | 第18-19页 |
| 3．3 The interactive approach | 第19-20页 |
| 3．4 Schema theory | 第20-24页 |
| 3．4．1 What is a schema? | 第20页 |
| 3．4．2 How are schemata created and modified? | 第20-21页 |
| 3．4．3 Why do we need schema theory? | 第21-22页 |
| 3．4．4 Why is schema theory important in teaching and learning? | 第22-23页 |
| 3．4．5 What are some implications of schema theory research for instruction? | 第23-24页 |
| 4． The Present Reading Teaching and Learning in Middle School | 第24-38页 |
| 4．1 The Aim of reading Teaching in Middle School | 第24-26页 |
| 4．1．1 The aim of middle school English teaching | 第24页 |
| 4．1．2 The significance of reading in middle school | 第24-25页 |
| 4．1．3 The communication in reading | 第25-26页 |
| 4．1．4 Conclusion— the purpose of reading teaching in middle school | 第26页 |
| 4．2 Investigating the Reality | 第26-36页 |
| 4．2．1 The students | 第27-30页 |
| 4．2．1．1． Needs Analysis | 第27-29页 |
| 4．2．1．2． Learning styles of the students | 第29-30页 |
| 4．2．2 Syllabus design | 第30-33页 |
| 4．2．3 Teachers | 第33-34页 |
| 4．2．4 Use of facility | 第34-35页 |
| 4．2．5 Examination | 第35-36页 |
| 4．3 Conclusion | 第36-38页 |
| 5． Communicative Teaching Practice | 第38-54页 |
| 5．1 Goals and Hypothesis | 第38页 |
| 5．2 The Basic Principles of the Practice | 第38-39页 |
| 5．3 Subjects | 第39页 |
| 5．4 Design of the Practice | 第39页 |
| 5．5 Teaching Materials | 第39-40页 |
| 5．6 Teaching Process | 第40页 |
| 5．7 Findings and Discussion | 第40-45页 |
| 5．8 Several Considerations for Applying CLT in Reading Teaching | 第45-54页 |
| 5．8．1 The question of intensive reading and extensive reading | 第45-47页 |
| 5．8．2 The relationship between reading speed, comprehensive accuracy and reading efficiency | 第47-48页 |
| 5．8．3 The question of vocabulary instruction in reading teaching | 第48-51页 |
| 5．8．4 How to ask questions | 第51-54页 |
| 6． Discussing Practice Variables | 第54-63页 |
| 6．1 Controllable Variables | 第54-61页 |
| 6．1．1 Training the students to bring prior knowledge to reading | 第54-57页 |
| 6．1．2 Training the students' reading strategies and skills | 第57-59页 |
| 6．1．3 Training the students to link their reading with real life | 第59页 |
| 6．1．4 Training the students' consciousness of cross-culture | 第59-60页 |
| 6．1．5 Training the students to read out of class | 第60-61页 |
| 6．2 Uncontrollable Variables | 第61-63页 |
| 7． Conclusion | 第63-64页 |
| Appendix | 第64-66页 |
| Bibliography | 第66-68页 |
