| Abstract | 第1-6页 |
| 摘要 | 第6-11页 |
| Introduction | 第11-15页 |
| ·The Purpose of the Present Study | 第11页 |
| ·The Necessity of Strategy Training | 第11-13页 |
| ·The Research Methodology | 第13页 |
| ·The Structure of the Thesis | 第13-15页 |
| Chapter 1 Literature Review | 第15-33页 |
| ·Three Reading Models | 第15-17页 |
| ·Reading Strategies | 第17-20页 |
| ·Definitions of Reading Strategies | 第18页 |
| ·Taxonomies of Reading Strategies | 第18-20页 |
| ·Previous Researches on Reading Strategy Training | 第20-33页 |
| ·Researches on Reading Strategy Training Abroad | 第21-26页 |
| ·Researches on Reading Strategy Training at Home | 第26-33页 |
| Chapter 2 Theoretical Foundations | 第33-43页 |
| ·Anderson's Cognitive Theory | 第33-36页 |
| ·Anderson's Cognitive Theory of Language Learning | 第33-35页 |
| ·Anderson's Theory of Learning Strategies as Cognitive Skills | 第35-36页 |
| ·Schema Theory | 第36-43页 |
| ·Definitions of Schema | 第36-37页 |
| ·Classifications of Schemata in Reading | 第37-40页 |
| ·Functions of Schemata in Reading | 第40-43页 |
| Chapter 3 An Experiment | 第43-51页 |
| ·Objectives | 第43页 |
| ·Subjects | 第43页 |
| ·Instruments | 第43-45页 |
| ·Means of Data Obtaining | 第44页 |
| ·Techniques of Data Presentation and Analysis | 第44-45页 |
| ·Experimental Procedures | 第45-48页 |
| ·Preparations for the Experiment | 第45-46页 |
| ·Reading Strategy Questionnaire | 第46-47页 |
| ·Pre-test | 第47页 |
| ·Reading Strategy Training | 第47-48页 |
| ·Post-test | 第48页 |
| ·Data Collection and Analysis | 第48页 |
| ·Experimental Results | 第48-51页 |
| Chapter 4 Reading Strategy Training | 第51-83页 |
| ·The Feasibility of Reading Strategy Training | 第51-54页 |
| ·Implications from Changed Learner Roles in Classrooms | 第51-53页 |
| ·Reading Strategies Needed for Improving Reading Ability | 第53-54页 |
| ·Four Rationales of Reading Strategy Training | 第54-61页 |
| ·Stating the Training Purposes Explicitly | 第55-57页 |
| ·Selecting Appropriate Strategies | 第57-58页 |
| ·Providing Opportunities for Practice | 第58-59页 |
| ·Selecting Proper Materials | 第59-61页 |
| ·Models for Explicit Learning /Reading Strategy Training | 第61-64页 |
| ·A Strategy Training Model by Hosenfeld | 第61-62页 |
| ·Pearson and Dole's Model | 第62-63页 |
| ·A Reading Strategy Training Model for High School Students | 第63-64页 |
| ·Training Steps of a Single Reading Strategy | 第64-65页 |
| ·An Example of Training the Students to Infer the Author's Attitude | 第65-68页 |
| ·Contents of Strategy Training | 第68-83页 |
| ·Skimming | 第68-72页 |
| ·Scanning | 第72-74页 |
| ·Word-meaning Guessing | 第74-77页 |
| ·Inference | 第77-83页 |
| Chapter 5 Data Collection and Analysis | 第83-97页 |
| ·Analyses of the Questionnaire | 第83-90页 |
| ·Meta-cognitive Reading Strategies of Low Frequency | 第83-84页 |
| ·Cognitive Strategies of Low Frequency | 第84-86页 |
| ·Meta-cognitive Strategies of Medium Frequency | 第86-87页 |
| ·Cognitive Strategies of Medium Frequency | 第87-89页 |
| ·Frequency of Affective Strategies | 第89-90页 |
| ·Analyses of Reading Proficiency Tests | 第90-97页 |
| ·Influence on Over-all Reading Proficiency | 第91-92页 |
| ·Influence on Different Types of Reading Questions | 第92-94页 |
| ·Comparison of the Between-group Differences in 4 Specific NMET Questions | 第94-97页 |
| Conclusion | 第97-99页 |
| Bibliography | 第99-105页 |
| Appendix I | 第105-108页 |
| Appendix II | 第108-122页 |
| Appendix III | 第122-137页 |
| Acknowledgements | 第137-139页 |
