| Abstract | 第1-5页 |
| 摘要 | 第5-6页 |
| ACKNOWLEDGEMENTS | 第6-9页 |
| 1. Introduction | 第9-13页 |
| ·Problems in present reading teaching and the reason | 第9-11页 |
| ·The ineffectiveness of the traditional teaching models | 第9-11页 |
| ·Main factors of affecting reading comprehension | 第11页 |
| ·Reading interests | 第11页 |
| ·Characteristics of students | 第11页 |
| ·The necessity of research | 第11-12页 |
| ·Research questions | 第12-13页 |
| 2.Approaches to Educational Psychology Relevant to the Present Research | 第13-19页 |
| ·Humanistic approaches | 第13-17页 |
| ·Erik Erickson | 第13-15页 |
| ·Abraham Maslow | 第15-16页 |
| ·Carl Rogers | 第16-17页 |
| ·Social interactionism | 第17-19页 |
| ·Lev Vygotsky | 第17页 |
| ·Reuven Feuerstein | 第17-19页 |
| 3.Researches on Reading and Reading Comprehension | 第19-28页 |
| ·A brief introduction to the research of reading | 第19-25页 |
| ·Definition of reading | 第19页 |
| ·Models of Reading Processes | 第19-21页 |
| ·Reading Types | 第21-23页 |
| ·Reading strategies involved in reading comprehension | 第23-25页 |
| ·The reasons for applying task-based approach in reading class | 第25-28页 |
| ·Defining effective reading comprehension | 第25-26页 |
| ·The reasons for encouraging students to do reading tasks | 第26-28页 |
| 4.ARationale forTask-based Approach | 第28-44页 |
| ·Introduction to the TBLT | 第28-38页 |
| ·The theoretical background of Task-based language teaching | 第29-30页 |
| ·John Dewey | 第29页 |
| ·Jane Willis | 第29页 |
| ·David Nunan | 第29-30页 |
| ·The Definitions and types of task | 第30-35页 |
| ·Definition of the task | 第30-32页 |
| ·Types of task | 第32-35页 |
| ·The features and principles of TBLT | 第35-38页 |
| ·The features of TBLT | 第35页 |
| ·The principles of TBLT | 第35-38页 |
| ·Three principles for materials designers | 第35-37页 |
| ·From principle to Practice | 第37-38页 |
| ·Implementing tasks to manipulate attentional focus | 第38-42页 |
| ·The pre-task phase | 第38-41页 |
| ·Reasons for using pre-task activities | 第38-39页 |
| ·Three types of pre-task activities | 第39-41页 |
| ·The during –task phase | 第41-42页 |
| ·Manipulation of attention | 第41页 |
| ·Three parts of the during-task phase | 第41-42页 |
| ·Post-task activities | 第42页 |
| ·The advantages of task-based approach in improving reading comprehension | 第42-44页 |
| 5.The Application of Tasked-based approach in Reading Class | 第44-56页 |
| ·Select appropriate reading materials | 第44页 |
| ·Activate Prior knowledge | 第44-47页 |
| ·Building motivation | 第47-50页 |
| ·Task-based approaches used in communicative reading | 第50-52页 |
| ·Pre-reading tasks | 第50页 |
| ·While-reading tasks | 第50-51页 |
| ·Post-reading tasks | 第51-52页 |
| ·The experiment of task-based approach in reading class in vocational school | 第52-56页 |
| ·The design of the experiment | 第52-54页 |
| ·The result of the experiment and analysis | 第54-55页 |
| ·Discussion about the experiment | 第55-56页 |
| 6.CONCLUSION AND IMPLICATION FOR FUTURE STUDY | 第56-58页 |
| ·Conclusions | 第56页 |
| ·Implication | 第56页 |
| ·Limitation | 第56-58页 |
| REFERENCES | 第58-63页 |
