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nce about the topicbefore reading to guide students to predict and understand the text.Students could readeffectively on the basis of mastering the words and sentences so top-down model and bottom-up modes were complementary.The conceptualization of an interactive-compensatory modelof reading was proposed by Rumelhart(1977).As for interactive-compensatory model heldthat English reading teaching should not only pay attention to the accumulation of languageknowledge but also made full use of the advantages of schemata so as to achieve good results.Jigsaw reading belonged to interactive-compensatory model which combined the concept ofjigsaw and reading.It could not only train students’ability of reading and decoding but alsotrain students’ability of divergent thinking so as to improve students’language ability.However,this model had high requirements on students’ability of cooperation andindependent thinking.Therefore,these three teaching modes had their own advantages anddisadvantages,and they can complement each other in the teaching process.

Chapter Three Theoretical Foundation..................19

3.1 Constructivism..................................19

3.1.1 Definition of Constructivism.......................19

3.1.2 The Manifestation of Deep Learning in Constructivism.........................19

Chapter Four Research Design.............................25

4.1 Research Hypotheses.........................25

4.2 Research Subjects...............................25

4.3 Research Instruments.........................25

Chapter Five Results and Discussion..........................47

5.1 Results and Discussion of the Questionnaire.......................47

5.1.1 The Reliability and Validity of the Questionnaire....................47

5.1.2 Results and Discussion of the Pre-questionnaire between EC and CC...48

Chapter Five Results and Discussion

5.1 Results and Discussion of the Questionnaire

To answer the first question,the questionnaire was administered before and after theintervention.After that,quantitative data collected from students’pre-questionnaire and post-questionnaire were also subjected to statistical analysis.The results and discussions arepresented below.

5.1.1 The Reliability and Validity of the Questionnaire

Before the main phase of the study,the questionnaire survey was conducted both in theEC and the CC.After that,Cronbach’s alpha coefficients and the KMO and Bartlett’s testwere employed to check the reliability and validity of the questionnaire.Specific analyses areshown below.

Chapter Six Conclusion

6.1 Major Findings

In light of the questionnaire,tests,and interview,it can be concluded that deep learningis effective in improving students’overall development in reading.The major findingsyielding from the research are summarized as follows.

First,deep learning may be beneficial for students in ameliorating their cognition,emotion and skill towards English reading.Deep learning can help students form complexcognitive structure.Combined with constructivism and metacognition,deep learning designsthe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。