| 摘要 | 第1-6页 |
| Abstract | 第6-10页 |
| Chapter 1 Introduction | 第10-18页 |
| ·Background and Motivation of the Thesis | 第10-11页 |
| ·Purpose and Significance of the Thesis | 第11-12页 |
| ·The necessity to reform the Current Situation of the Teaching of Reading in Middle Schools | 第12-16页 |
| ·Teacher-centered and Lack of Autonomy | 第13-14页 |
| ·Misunderstanding of Knowledge and Lagging Teaching Model | 第14-15页 |
| ·Neglect Different Levels of Comprehension | 第15页 |
| ·Exam-oriented Education and Unmatched Reading Materials | 第15页 |
| ·Lack of Ample Modern Technology | 第15-16页 |
| ·Organization of the Thesis | 第16-18页 |
| Chapter 2 Literature Review | 第18-39页 |
| ·Overviews of Reading | 第18-28页 |
| ·Nature of Process of Reading | 第19-23页 |
| ·Reading and Decoding | 第19-21页 |
| ·Reading and Prediction | 第21-22页 |
| ·Schema Theory | 第22-23页 |
| ·Three Models of Reading | 第23-28页 |
| ·Top-down Model (Concept-driven Model) | 第23-25页 |
| ·Bottom-up Model (Data-driven Model) | 第25-26页 |
| ·Interactive Model | 第26-28页 |
| ·Overviews of Social Constructivism | 第28-36页 |
| ·A Brief Introduction of Social Constructivism | 第28-30页 |
| ·Teachers, Learners, Tasks and Context within the Social Constructivism Model | 第30-36页 |
| ·Constructivist View of Teachers | 第31-33页 |
| ·Constructivist view of learners | 第33-34页 |
| ·Constructivist View of the Task | 第34-35页 |
| ·Constructivist View of the Context | 第35-36页 |
| ·Current Researches of Reading Teaching Based on Constructivism | 第36-39页 |
| Chapter 3 Research Design | 第39-53页 |
| ·Research Question | 第39页 |
| ·Subjects | 第39-40页 |
| ·Method | 第40页 |
| ·Data Collection Instruments and Data Analysis method | 第40-41页 |
| ·Teaching Materials | 第41页 |
| ·Practice of Teaching | 第41-47页 |
| ·Principles for Practice of Reading Teaching | 第47-53页 |
| ·Arousing the Students’Interest and Motivation | 第47-48页 |
| ·Activating Students in the Reading Classes | 第48-49页 |
| ·Dividing the Reading Lessons into Three Parts—Pre-reading, While-reading and Post-reading | 第49-51页 |
| ·Tasks Reflecting the Purposeful and Interactive Nature of Real Reading and Bringing Readers’Prior Knowledge to the Reading Text | 第51页 |
| ·Focusing on Teaching Not on Examining | 第51-53页 |
| Chapter 4 Data Presentation and Discussion | 第53-59页 |
| ·Data Presentation and Analysis | 第53-55页 |
| ·Possible Reasons for the Improvements in Social Constructivism Model | 第55-59页 |
| ·Social Constructivist Perspective of Reading Process | 第55页 |
| ·The Requirements for the Teachers | 第55-56页 |
| ·Cultivating Autonomous Learners | 第56-57页 |
| ·Related Skills Based on the Social Constructivism | 第57-59页 |
| Chapter 5 Conclusion | 第59-66页 |
| ·Implications of Social Constructivism Framework of Reading Teaching | 第59-62页 |
| ·The Learner-centered Teaching | 第59页 |
| ·Emphasizing the Importance of Context for Constructing Meanings | 第59-60页 |
| ·Emphasizing the Importance of Collaboration | 第60-61页 |
| ·Emphasizing on the Planning of Learning Environment | 第61-62页 |
| ·Emphasizing Construction of Meanings as the Final Goal | 第62页 |
| ·Emphasizing on the Feedbacks | 第62页 |
| ·The Factors to Be a Good Reader | 第62-64页 |
| ·Limitations of the Present Study | 第64页 |
| ·Concluding Remark | 第64-66页 |
| References | 第66-70页 |
| Acknowledgements | 第70-71页 |
| Appendixes | 第71-72页 |
