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Reading......... 12
3.2 The Essence of Reading ....... 12
3.3 Different Problems Exist in Reading Comprehension ......... 13
3.4 Relationship Between Problem-Based Instruction ... 14
Chapter 4 Research Metodology.... 17
4.1 Research Purpose and Research Questions........ 17
4.2 Mehods ......... 17
4.2.1 Subjects .... 17
4.2.2 Instruments ..... 17
4.2.3 Processures ...... 17
4.3 Data Collection......... 22
4.4 Results and Discussion......... 22
Chapter 5 Conclusion.... 30
5.1 Major Findings of the Research ....... 30
5.2 Implication of the Research........ 32
5.3 Limitations of the Research........ 32
5.4 Suggestions for Further Research .... 33

Chapter 4 Research Methodology

4.1 Research Purpose and Research Questions
In this research, two parallel classes are chosen in Grade 2, NO.151 High School.English is a required course. There are 45 students in Class 3 and 45 in Class4, and 40students respectively. In order to make a scientific result as much as possible, the subjectswere taken from the first 40 samples of each class. The control the class is Class3 andexperiment Class4, ranging in age from 17-19. Students in the control group and theexperimental class students learning English for four years, their English level differences nosignificant difference between the pre-test before the teaching experiment proved to be correct.Order to ensure the accuracy of the research, in the course of the experiment, the studentshave not been informed, they will participate in a study. Both of the two classes have adopted Book 4 and Book 5, published by ForeignLanguage Teaching and Research Press. The author devised two questionnaires and organizedreading test that the two classes joined before and after the experiment. To see whether therewere significant differences between the scores of the students in the control class and thosein the experimental class; test method analyzes the result of the research with SPSS software.This paper mainly uses quantitative analysis to analyze the test scores in the fields of number,mean, polarization, standard deviation and so on to evaluate the result of the research. Withthe interview method the researcher tries to find out and collect the materials needed for theresearch.
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Conclusion

The teacher transforms from the transmission of knowledge as a promoter of students'development. In the traditional teaching, the teacher is the subject of education process; theteacher's main task is to transfer the knowledge to the students, as a transfer of knowledge andthe role of people. In problem based learning, students are the main body of learning.Teachers need to promote the students' learning and to be a guide. One of the problems is thelearning theory based on constructivism, constructivism, learning activity is a process oflearners actively constructs the cognition of objective things, this process must be throughtheir own initiative exploration to complete, rather than using teachers transfer knowledgeacquisition pattern. The teacher is a facilitator, he will not tell the students knowledge resultsdirectly, but through the proper question various real problems students encounter whensolving problems, questioned the various methods and strategies they 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。