| ACKNOWLEDGEMENTS | 第1-7页 |
| 摘要 | 第7-8页 |
| Abstract | 第8-10页 |
| Introduction | 第10-12页 |
| 1 Reading and Reading Comprehension | 第12-22页 |
| ·The Definition of Reading | 第12-14页 |
| ·The Nature of Reading | 第14-17页 |
| ·Reading is meaning-focused | 第14-15页 |
| ·Reading is purposeful | 第15页 |
| ·Reading is constructing meaning at different levels | 第15-16页 |
| ·Reading is an active process | 第16-17页 |
| ·The Definition of Reading Comprehension | 第17-20页 |
| ·What do we read | 第20-21页 |
| ·Why do we read? | 第21-22页 |
| 2 Models of Reading | 第22-31页 |
| ·Gough’s Bottom-Up Model | 第22-24页 |
| ·Goodman’s Top-down Model | 第24-25页 |
| ·Interactive Models | 第25-27页 |
| ·Schema Theory Model | 第27-31页 |
| ·Linguistic schema | 第28页 |
| ·Content schema | 第28-29页 |
| ·Formal schema | 第29-31页 |
| 3 Necessities of the Application of Schema Theory in English Reading Teaching at Higher Vocational Colleges | 第31-37页 |
| ·Function of Reading Foreign Language. | 第31-32页 |
| ·Importance of Teaching English Reading | 第32-33页 |
| ·Selection of Reading Material for Class Use | 第33页 |
| ·Students’Response | 第33-34页 |
| ·The Traditional Methods in Teaching English Reading at Higher Vocational Colleges | 第34-36页 |
| ·The Requirements to Reading in the Syllabus of English Teaching at Higher Vocational Colleges | 第36-37页 |
| 4 Research Method | 第37-47页 |
| ·Reading Comprehension Test | 第38-41页 |
| ·Questionnaire | 第41-44页 |
| ·Design | 第41-42页 |
| ·Results and Discussion | 第42-44页 |
| ·Interview | 第44-45页 |
| ·Analysis of the Results and Discussion | 第45-47页 |
| 5 Suggestions and Implications of Teaching Methods | 第47-63页 |
| ·The Tasks of Teachers in English Reading Class at Higher Vocational College | 第48-53页 |
| ·Helping the students rebuild their linguistic knowledge | 第48-49页 |
| ·Giving attention to the background knowledge | 第49-52页 |
| ·Selecting proper reading material | 第49-51页 |
| ·Helping students build and activate their background knowledge | 第51-52页 |
| ·Not neglecting the formal knowledge | 第52页 |
| ·Proper handling the relationship among the three schemata in reading class | 第52-53页 |
| ·Teaching Principles Underlying Schema Theory | 第53-55页 |
| ·Student-centered class | 第53-54页 |
| ·Three schemata oriented | 第54-55页 |
| ·Some Useful Reading Strategies | 第55-63页 |
| ·Prediction | 第55-56页 |
| ·Inference | 第56-59页 |
| ·Skimming and Scanning | 第59-63页 |
| 6 Conclusions and Limitations of This Study | 第63-65页 |
| ·Conclusions | 第63-64页 |
| ·Limitations of the Study | 第64页 |
| ·Recommendation for Future Research | 第64-65页 |
| Bibliography | 第65-67页 |
| Appendix I | 第67-71页 |
| Appendix II | 第71-76页 |
