| Abstract | 第3-4页 |
| 摘要 | 第5-10页 |
| 1. Introduction | 第10-16页 |
| 1.1 Research Background | 第10-14页 |
| 1.1.1 The Extraction of Problem-based Teaching | 第10-11页 |
| 1.1.2 The Present Status of High School English Reading Teaching | 第11-13页 |
| 1.1.3 The Demands of High School Students’ Reading Comprehension by NewCurriculum Standard | 第13-14页 |
| 1.2 Research Purpose and Meaning | 第14-15页 |
| 1.2.1 Research Purpose | 第14页 |
| 1.2.2 Theoretical Significance | 第14页 |
| 1.2.3 The Practical Significance | 第14-15页 |
| 1.3 The Structure of the Thesis | 第15-16页 |
| 2. Literature Review | 第16-26页 |
| 2.1 The Introduction to the Problem-based Teaching | 第16-20页 |
| 2.1.1 Definition of the Problem-based Teaching | 第16-17页 |
| 2.1.2 The Characteristics of the Problem-based Teaching | 第17-18页 |
| 2.1.3 Studies on PBL | 第18-20页 |
| 2.2 The Introduction to the Critical Thinking | 第20-22页 |
| 2.2.1 Definition of the Critical Thinking | 第20-21页 |
| 2.2.2 Studies on Critical Thinking | 第21-22页 |
| 2.3 The Introduction to the Learning Transfer Ability | 第22-26页 |
| 2.3.1 Definition of the Transfer Ability | 第22-23页 |
| 2.3.2 Studies on Learning Transfer Ability | 第23-26页 |
| 3. Theoretical Basis of the Problem-based Teaching | 第26-32页 |
| 3.1 Psychological Basis | 第26-27页 |
| 3.1.1 Constructivism Learning Theory | 第26页 |
| 3.1.2 Meaningful Learning | 第26-27页 |
| 3.2 The Pedagogy Basis | 第27-32页 |
| 3.2.1 Dewey’s Pragmatism Theory | 第27-29页 |
| 3.2.2 Lifelong Learning Theory | 第29-32页 |
| 4. Research Design | 第32-42页 |
| 4.1 Research Hypotheses | 第32页 |
| 4.2 Research Subjects | 第32页 |
| 4.3 Research Instruments | 第32-35页 |
| 4.3.1 Tests | 第32-34页 |
| 4.3.2 Questionnaires | 第34-35页 |
| 4.3.3 Interview | 第35页 |
| 4.4 Research Procedures | 第35-39页 |
| 4.4.1 The Pre-experiment Stage | 第35-36页 |
| 4.4.2 The Experiment Stage | 第36-39页 |
| 4.4.3 The post-experiment Stage | 第39页 |
| 4.5 Data Collection | 第39-42页 |
| 5 Results and Discussion | 第42-56页 |
| 5.1 Results of the Tests | 第42-44页 |
| 5.1.1 Results of the Pre-test in the EC and CC | 第42-43页 |
| 5.1.2 Results of the Post-test in the EC and CC | 第43-44页 |
| 5.1.3 Results of the Pre-test and the Post-test in the EC | 第44页 |
| 5.1.4 Results of the Pre-test and the Post-test in the CC | 第44页 |
| 5.2 Results of the Questionnaires | 第44-53页 |
| 5.2.1 Results of the Critical Thinking Tendency | 第45-52页 |
| 5.2.2 Results of the Students' Learning Transfer Ability | 第52-53页 |
| 5.3 Results of the Interview | 第53-54页 |
| 5.4 Discussion | 第54-56页 |
| 5.4.1 The PBT Increases Students’ Critical Thinking Ability | 第54页 |
| 5.4.2 The PBT Develops Students’Transfer Ability | 第54-55页 |
| 5.4.3 The PBT Improves Students’ Cooperative Spirit | 第55-56页 |
| 6. Conclusion | 第56-60页 |
| 6.1 Major Findings of the Research | 第56页 |
| 6.2 Implication in English Reading Teaching of Senior Middle School | 第56-57页 |
| 6.3 Limitations and Suggestions for Further Research | 第57-60页 |
| Acknowledgements | 第60-62页 |
| Bibliography | 第62-68页 |
| Appendix A | 第68-82页 |
| Appendix B | 第82-84页 |
| Appendix C | 第84-88页 |
| Appendix D | 第88-90页 |
| Appendix E | 第90-92页 |
| Appendix F | 第92-96页 |
| Academic Achievements | 第96页 |
