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ty of the reader. Reading can be done in several ways. Every reader has other reading goals that emphasize different skills and strategies. Nuttal (2002) argued that reading is an interactive process of communication. In developing and extending foreign language reading, an article links readers and authors. People gradually realize that reading is a bridge for communication between readers and authors. The information to be presented by reading is coded by the author. The reader obtains the meaning of the text by learning to interpret the author’s thoughts, so in reading, the reader, that is, the student, is the key to receiving and understanding information.

Many domestic scholars have made different definitions of reading. Liu (1999) held that reading is an essential language skill. Students can use reading to acquire knowledge, understand materials and improve their comprehensive ability in language learning. Jin (2005) pointed out that English reading is a significant way to cultivate the ability to obtain information, master information, and improve the ability to get information vital to personal life and development. Wang Qiang (2015) put forward that reading should rely on the text, and students can improve their language skills by fully understanding the text. Students can enhance their capacity to analyze and solve problems and build their thinking abilities by participating in thinking activities. Simultaneously, it can promote English subject literacy, which is also reflected in reading teaching.

2.2 Theoretical Foundation

The theoretical basis of the PAD Class Model includes two parts: constructivism and humanism. The embodiment of these two theories in the PAD Class Model will be analyzed in the following part.

2.2.1 Constructivism

The constructivist learning theory promotes student-centered, teacher-led learning (He, 1997). Constructivism contains the following four main points about teaching. Firstly, it focuses on student-centered instruction. Constructivism believes that students are issued as part of information processing, the active constructor of meaning, rather than the passive receiver and indoctrinated object of external stimuli. Students are considered thinkers who form the theory of reality, and learning is a process of learners’ internal control. Therefore, the teaching goal has unlimited flexibility. It should not be placed on the learner but decided by consultation with the learner or freely adjusted during the learning process. Furthermore, the constructivist theory holds that teachers should not be viewed as providers of knowledge and indoctrination. Nevertheless, facilitators, promoters, organizers, and guides construct knowledge. The teacher’s responsibility is to play a significant intermediary role between the entire educational system and the educational object. Secondly, it focuses on teaching in actual situations. Constructivism emphasizes the creation of real-world situations related to learning. Such situations should have the characteristics of multiple perspectives. It enables learners to solve real-world problems in related situations and social communication activities. Thirdly, it focuses on collaborative learning. Constructivism believes that learners construct their understanding of things in their way, allowing different people to see various aspects of things. At the same time, the cooperation between learners makes t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。