| Acknowledgements | 第4-5页 |
| Abstract | 第5-6页 |
| 摘要 | 第7-12页 |
| Chapter One Introduction | 第12-18页 |
| 1.1 Background of the study | 第12-14页 |
| 1.1.1 Importance of English Reading Teaching | 第12-13页 |
| 1.1.2 Current Teaching Situation in Rural Junior Middle Schools | 第13页 |
| 1.1.3 Limitations of Rural Junior Middle Schools | 第13-14页 |
| 1.2 Significance of the Study | 第14-16页 |
| 1.3 Research Questions | 第16页 |
| 1.4 Research Methods | 第16-17页 |
| 1.5 Structure of the Thesis | 第17-18页 |
| Chapter Two Literature Review | 第18-26页 |
| 2.1 Relevant Studies of Three Reading Process Models | 第18-21页 |
| 2.1.1 The Nature of Reading | 第18-19页 |
| 2.1.2 Three Models of Reading | 第19-21页 |
| 2.2 Previous Researches on Schema Theory in Reading Teaching | 第21-26页 |
| 2.2.1 Previous Researches on Schema Theory in Reading Teaching Abroad | 第21-23页 |
| 2.2.2 Previous Researches on Schema Theory in Reading Teaching in China | 第23-26页 |
| Chapter Three Theoretical Framework | 第26-34页 |
| 3.1 The Definition of Schema | 第26-27页 |
| 3.2 Three Types of Reading Schemata | 第27-30页 |
| 3.2.1 Language Schema | 第28页 |
| 3.2.2 Content Schema | 第28-29页 |
| 3.2.3 Formal Schema | 第29-30页 |
| 3.3 Functions of Schemata in Reading Teaching | 第30-34页 |
| Chapter Four Research Design | 第34-60页 |
| 4.1 Research Subjects | 第34页 |
| 4.2 Research Instruments | 第34-35页 |
| 4.2.1 Questionnaires | 第34-35页 |
| 4.2.2 Tests | 第35页 |
| 4.3 Research Procedure | 第35-36页 |
| 4.4 Application of Schema Theory to English Reading Teaching | 第36-60页 |
| 4.4.1 Activating Students’ Schemata before Reading | 第37-42页 |
| 4.4.2 Developing Students’ Schemata and Reading Skills during Reading | 第42-52页 |
| 4.4.3 Consolidating Students’ schemata after Reading | 第52-60页 |
| Chapter Five Data Analysis and Discussion | 第60-74页 |
| 5.1 Analysis of the Questionnaires | 第60-70页 |
| 5.1.1 Analysis of the Pre-questionnaire | 第60-64页 |
| 5.1.2 Analysis of Two Questionnaires on Students’ Interest and Confidence | 第64-65页 |
| 5.1.3 Analysis of Two Questionnaires on Content Schema | 第65-66页 |
| 5.1.4 Analysis of Two Questionnaires on Language Schema | 第66-67页 |
| 5.1.5 Analysis of Questionnaires on Formal Schema | 第67-68页 |
| 5.1.6 Analysis of Questionnaires for Consolidating Students’ Schema | 第68-70页 |
| 5.2 Analysis of the Tests | 第70-74页 |
| 5.2.1Analysis of the Pre-tests between These Two Classes | 第70-71页 |
| 5.2.2 Analysis of the Experimental Class in Pre-test and Post-test | 第71-72页 |
| 5.2.3 Analysis of the Post-tests between These Two Classes | 第72-74页 |
| Chapter Six Conclusion | 第74-78页 |
| 6.1 Major Findings | 第74-75页 |
| 6.2 Implications for Reading Teaching | 第75-77页 |
| 6.3 Limitations of the Research | 第77-78页 |
| Bibliography | 第78-82页 |
| Appendix Ⅰ | 第82-84页 |
| Appendix Ⅱ | 第84-85页 |
| Appendix Ⅲ | 第85-87页 |
| Appendix Ⅳ | 第87-89页 |
| Appendix Ⅴ | 第89-93页 |
| Appendix Ⅵ | 第93-96页 |
