| Abstract (In Chinese) | 第1-3页 |
| Abstract(In English) | 第3-4页 |
| Synopsis (In Chinese) | 第4-7页 |
| Synopsis (In English) | 第7-13页 |
| Introduction | 第13-16页 |
| Chapter One Reading Comprehension | 第16-22页 |
| ·The definition of reading | 第16-17页 |
| ·Reading process | 第17-19页 |
| ·Reading as an interactive process | 第17页 |
| ·Schematic knowledge plays an important role in reading process | 第17-18页 |
| ·Reading is a comprehending process | 第18-19页 |
| ·Reading as a problem-solving process | 第19页 |
| ·Reading as a process integrating both bottom-up and top-down process | 第19页 |
| ·Reading process needs appropriate strategies | 第19-20页 |
| ·Conclusion: reading for general comprehension | 第20-22页 |
| Chapter Two Constructivist Theory | 第22-31页 |
| ·What is Constructivism? | 第22-23页 |
| ·Types of Constructivism | 第23-26页 |
| ·Cognitive Constructivism | 第23-24页 |
| ·Radical constructivism | 第24-25页 |
| ·Social constructivism | 第25-26页 |
| ·Constructivist Pedagogy | 第26-31页 |
| ·Learning should take place in authentic and real-world environments | 第27页 |
| ·Learning should in volve social negotiation and mediation | 第27页 |
| ·Content and skills should be made relevant to the learner | 第27-28页 |
| ·Content and skills should be linked to the learner's prior knowledge | 第28页 |
| ·Students should be assessed formatively | 第28页 |
| ·Students should become self-regulatory, self-mediated, and self-aware | 第28-29页 |
| ·Teachers serve primarily as guides and facilitators of learning, not instructors | 第29-30页 |
| ·Teachers should provide for multiple perspectives and representations of content | 第30-31页 |
| Chapter Three Applying Constructivism to Reading Instruction | 第31-43页 |
| ·Constructivism Has Proved to Be a More Effective Teaching Approach | 第31-35页 |
| ·Compared Traditional Approach with Constructivist Approach | 第31-33页 |
| ·The Teaching Reform Calls for Constructivism | 第33页 |
| ·Process of Reading Agrees with process of learning | 第33-35页 |
| ·The social constructivist approaches bring reading to forefront | 第35-38页 |
| ·Reading is considered as social practice | 第36-37页 |
| ·Constructing meaning from text through dialogue | 第37-38页 |
| ·Implications for Reading teachers | 第38-43页 |
| ·Providing a Context and Purpose for Reading | 第38-39页 |
| ·Modeling | 第39页 |
| ·Asking Questions | 第39-40页 |
| ·Integrating the Four Macro-skills | 第40页 |
| ·Creating Awareness of the Author Behind the Text | 第40-41页 |
| ·Using Peer-Scaffolding | 第41页 |
| ·Setting Your Students Free | 第41页 |
| ·Teachers should provide a multimedia application for language learning | 第41-43页 |
| Chapter Four Case of Models of Constructivist Instruction and Experiment | 第43-56页 |
| ·Main Models of Constructivist Instruction | 第43-45页 |
| ·Anchored Instruction | 第43-44页 |
| ·Scaffolding Instruction | 第44-45页 |
| ·Random Access Instruction | 第45页 |
| ·Case of Models of Constructivist Instruction | 第45-50页 |
| ·An Experiment Conducted | 第50-53页 |
| ·Objective | 第50页 |
| ·Methods | 第50-51页 |
| ·Subjects | 第51-53页 |
| ·A Questionnaire Survey | 第53-55页 |
| ·A Questionnaire | 第53-54页 |
| ·Results of the Questionnaire and Analysis | 第54-55页 |
| ·Discussion | 第55-56页 |
| Chapter Five Suggestions | 第56-59页 |
| ·Posing problems of emerging relevance to learners | 第57页 |
| ·Seeking and valuing students' points of view | 第57页 |
| ·Structuring learning around primary concepts | 第57页 |
| ·Adapting curriculum to address students' assumptions | 第57-58页 |
| ·Assessing student learning in the context of teaching | 第58页 |
| ·Training Constructivist Teachers-to-Be | 第58-59页 |
| Conclusion | 第59-61页 |
| Bibliography | 第61-65页 |
| Acknowledgements | 第65页 |
