声明
Chapter One Introduction
1.1 Research Background
1.2 Purpose and Significance of the Research
1.3 Framework of the Research
Chapter Two Literature Review
2.1 Thematic Context
2.1.1 Major Researches on Thematic Context
2.1.2 Summary
2.2 Three Typical Reading Teaching Modes
2.2.1 Bottom-up Mode
2.2.2 Top-down Mode
2.2.3 Interactive Mode
2.2.4 Summary
Chapter Three Theoretical Basis
3.1 Zone of Proximal Development
3.2 The Theory of Constructivism
3.3 Pragmatic Educational Thought
Chapter Four Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Tools
4.3.1 Interview
4.3.2 Questionnaire
4.3.3 Pre-test and Post-test
4.4 Research Process
4.4.1 Pre-test
4.4.2 Surveys of Basic Information
4.4.3 The Application of the New Teaching Mode
4.4.4 Post-test
Chapter Five Results and Discussion
5.1 The Teachers’ and Students’ Understanding about the Thematic Context
5.1.1 The Teachers’ Understanding about the Thematic Context
5.1.2 The Students’ Understanding for English Learning and Thematic Context
5.2 Students’ Reading Competence
5.2.1 The Analysis Results of Reading Scores in Pre-test
5.2.2 The Analysis Results of Reading Scores in Post-test
5.3 Students’ Ability to Solve Different Reading Comprehension Question Types
5.3.1 The Analysis of Five Reading Question Types Scores in the Pre-test
5.3.2 The Analysis of Five Reading Question Types Scores in the Post-test
5.4 Summary
Chapter Six Conclusion
6.1 Major Findings
6.2 Research Implications
6.3 Research Limitations
6.4 Suggestions for Future Research
参考文献
Appendices
Appendix Ⅱ Questionnaire
Appendix Ⅲ Pre-test Papers
Appendix Ⅳ Post-test Papers
Appendix Ⅴ The Distribution of Question Types
Appendix Ⅵ Reading Scores of Pre-test of CC and EC
Appendix Ⅶ Reading Scores of Post-test of CC and EC
Appendix Ⅷ Teaching Plan
致谢
山东师范大学;
