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udents as the center based on solving practical problems. Boud and Feltti(1991) consider that the PBL model is a way to construct courses that allow students to solvepractical problems.

2.2 Theoretical foundation of Problem-Based Learning model

This part mainly introduces the theoretical basis of the Problem-Based Learning model inEnglish reading teaching. The author mainly elaborates on three aspects: constructivist learningtheory, cooperative learning theory and situational learning theory.

2.2.1 Constructivist learning theory

Constructivist learning theory is derived from cognitive learning theory. Fosnot (1989) points outthat constructivism is a theory that describes the meaning of knowledge and acquire knowledgeway. How learners use their previous experiences to interact with new knowledge and establishtheir new perspectives in the real social world is the core of constructivist learning theory. Piagetis regarded as the forerunner of modern constructivism for his theory of children’s cognitivedevelopment. The constructivist viewpoints of Piaget and Vygotsky provide the theoretical basisfor the Problem-Based Learning model. Piaget (1997) argues that learners at any age areconstantly constructing cognitive schemata of the world they experience around them. Heemphasizes that knowledge does not remain in a static state but continually develops andchanges. Piaget points out that good teaching must put students in a realistic situation to see whatis going on. The students look for the answers to the problems by themselves. Vygotsky (1986),like Piaget, though, when an individual encounters a new and confusing situation and strives toresolve the cognitive conflict caused by such experience, his intelligence will develop. Hebelieves that learners can enhance problem-solving competence as they relate their newlyacquired knowledge to their previous knowledge and give it new meaning.

Chapter Three Research Methodology and Methods............................19

3.1 Research questions...........................................19

3.2 Research participants........................................ 19

3.3 Research instruments................................... 20

Chapter Four Data Analysis and Discussion..........................33

4.1 Data analysis and discussion of questionnaires....................................33

4.1.1 Data analysis and discussion of questionnaire on reading interest in EC........................ 33

4.1.2 Data and analysis of questionnaire on Autonomous Learning Ability in EC...................35

Chapter Five Conclusion............................. 44

5.1 Major findings.....................................44

5.2 Implication for teachers and students..................................... 45

5.3 Limitations and suggestions for further study...................... 45

Chapter Four Data Analysis and Discussion

4.1 Data analysis and discussion of questionnaires

As mentioned above, two questionnaires, questionnaire on reading interesting and questionnaireon autonomous learning ability, are distribut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。