Chapter 1 Introduction
1.1 Significance of the Study
In the process of English learning and English teaching, reading comprehension isconsidered as one of the most factors to evaluate learners’ linguistic competence. Reading isthe most important method of English learning. English reading not only offers the studentsbasic knowledge of language, but also provides them with a large amount of informationwhich helps students widen their horizons and improve their reading comprehension.As we all know, English reading plays a very important role in the college Englishteaching. Reading comprehension accounts for a large portion in all kinds of Englishexaminations, especially in the CET4 and CET6. Reading comprehension is the main part ofthe exam which takes up the most score. Therefore, to improve the college students’ readingcomprehension, it is urgent for English teachers to find a suitable college English readingteaching model.I teach college English in Liaoning University of International Business and Economics.In the teaching, I found the college English reading class is of time-consuming andlow-efficiency. Due to lake of comprehensive systematic theory of English reading teachingmodel, the college English reading teaching is still under the guidance of the traditional modelwhich gives priority to teaching language knowledge, in which the teacher is the center ofclass who controls the whole class while the students are passive readers. This model not onlyignores the learners’ subjective initiative, but also violates the rules of language learning.The college students of non-English major are generally lack of interests and motivationof learning English. They think that English is very difficult and boring. Non-English majorstudents’ English reading comprehension level is generally low and there is a big gap betweenhigher-level readers and lower-level readers. In the classroom, they are always depend onteacher and can not learn independently.
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1.2 Purpose of the Study
In this study, based on Problem Teaching, Theory of Constructivism, Theory ofMotivation and Theory of ZPD, combing with current situation and features of the CollegeEnglish reading, the author aims to design a set of Problem-driven reading teaching modelwhich is suitable for the College English reading. The author wants to use Problem-driven toarouse students’ reading interests and stimulate their learning motivation. The author willdesign a serious of problems which is suitable for college students and use the problems tocultivate students’ thinking and analysis ability, problem solving and discovering ability, andthen improve their reading comprehension. This thesis mainly includes five chapters. Chapter one is introduction. In this chapter, theauthor introduces the significance of the study, purpose of the study, structure of the study andresearch questions. Chapter two is literature review which includes relevant definitions,Makhmutov’s Problem Teaching, research background and theoretical basis. Chapter three isresearch methodology. In this chapter, the author designs a research and introduces thesubjects, teaching material, instruments, the purpose and hypothesis, research procedure anddata collection. Chapter four is analysis and discussion.
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Chapter 2 Literature Review
，英语论文题目，英语毕业论文 |
