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1931,“Morrison unit teaching method”was first put forward by Americanscholar Morrison(as cited in袁顶国,2008,p.10).Since then,it has been developedand enriched in the practice of education reform.Morrison(2008)even thought thatthe“unit teaching method”could lay the foundation for the development of students’personality.In 1955,Hanna(1955),an American scholar,took the lead in defining“theme-based teaching”,focusing it on a valuable social subject which covers allsubjects and is based on children’s social needs.He believed that“theme teaching”is apurposeful learning experience developed by all teachers and students.Susan andKaren(1994)developed“Integrated Subject Teaching”which emphasized theimportance of the integration of subject content in thematic unit teaching activities.

Since the 21st century,many scholars have conducted a more in-depth study of theme-based teaching.Gretche and Marsha(2005)studied theme-based teaching andused it as an evaluation tool.Research showed that students’anxiety was decreased intopic-based tests,especially when topics were related to popular culture or localcurrent affairs.Septi(2014)analyzed the teaching plans based on theme-basedteaching,and the results showed that the teaching plan should include goals,objectives,activities,media,and evaluation.Also,activities are based on thematic teachingactivities.Ball,Kelly,and Clegg(2015)put forward three main points:one is thatsubject-based teaching is a methodology,and the other is the method for teachers tocontrol the key variables of interaction in theme-based teaching.The third one is theprinciples of implementation in theme-based teaching.

Chapter 3 Research Methodology..........................16

3.1 Research Questions...........................16

3.2 Research Participants.........................16

3.3 Research Instruments...........................18

Chapter 4 Results and Discussion........................25

4.1 Results on the Perception of Thematic Meaning Exploration........................25

4.1.1 Results concerning the understanding of thematic meaning explorationand implementation..................25

4.1.2 Results concerning the difficulties of designing and implementingteaching strategies.....................27

Chapter 5 Conclusion...........................58

5.1 Major Finding of the Research.........................58

5.2 Pedagogical Suggestions............................59

Chapter 4 Results and Discussion

4.1 Results on the Perception of Thematic Meaning Exploration

In this part,the results of the pre-class interview concerning the teachers’understanding of thematic meaning exploration,the implementation of teachingstrategies used in the thematic meaning exploration in reading classes and thedifficulties faced by participants were illustrated respectively.

4.1.1 Results concerning the understanding of thematic meaning exploration andimplementation

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