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ory and motivated by the inadequaciesin previous studies of senior English reading, the author carries out an experimentalresearch with an emphasis on the ways students experience assimilation andaccommodation, coupled with schema，to comprehend texts under the teacher’ sappropriate and timely instructions. The study is intended to investigate to what extentPiaget's Theory of Cognitive Development functions in the experimental class in such away to conduct a fresh reading teaching output with the least effort, an output of highefficiency and high quality.The significance of the research lies in 5 aspects:1) The selection of teaching strategies and activities should be consistent withstudents' cognition. For one thing，only when the teacher bears in mind what level thestudents reach，will teaching be well performed. For another thing，a teacher shouldadjust to students' perception whenever necessary，because not all students progress atthe same level.2) It should be firmly convinced of that students take initiative to fulfill readingtasks. As to reading teaching, teachers should spare students a considerable amount oftime in reading, encourage students to read extensively in order to foster language sense,internalize linguistic knowledge in addition to broadening background knowledge, andget students absorbed in the reading process.3) When it comes to language input, ideally, the learning materials can be neitherimmediately assimilated on the one hand, nor too difficult for students to accommodatethemselves to on the other hand. Students' existing schema is beneficial to stabilizeassimilation, but accommodation contributes to enriching the schema; at the same timethe conflicts or discrepancies are to lead students to an imbalanced stage, whichmotivates students to reason and pursue in greater depth to achieve balance at a higherlevel.4) Mistakes are permissible，as "error is essential for meaningfiil learning" (Piaget,1970:21). The error will generate the accommodation of the former schema.5) It is of great necessity that teachers give top priority to the correlation betweenwhat has been experienced and what is to be taught to establish a preparatoryatmosphere most suitable for the new learning. The preparations could possiblyguarantee learners' success in new learning; meanwhile, time and energy spent on thenew learning should be economical and reasonable to the utmost.

1.3 Organization of the Thesis论文结构
The thesis comprises 7 chapters. Chapter One introduces the background, purposeand significance，and Organization of the thesis. Chapter Two is a review of the researchpertinent to reading teaching at home and abroad. Chapter Three reviews the theoreticalfoundation of the thesis. By reviewing Piaget's Theory of Cognitive Development ingeneral and its main concepts，say，assimilation, accommodation，schema andequilibration in detail, the author analyzes reading comprehension from the perspectiveof Piaget's theory. Chapter Four is to elaborate a new teaching mode about itstheoretical foundation, teaching principles as well as the detailed teaching procedures bymeans of a teaching case. Chapter Five is an empirical part of the study, the researchdesign, including the research questions，subjects, data collection instruments，and dataprocessing. Chapter Six, the principal part of the thesis，is concerned with results anddiscussions from the following angles: result analysis of da本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。