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摘要：Today, the major problem in the college English reading teaching in China is that Englishreading competence of college students is still relatively in a low level, and the students’ interestin English reading is not high. In teaching, the teachers are put in the central position whocontrol the whole class, while the students are the passive receivers.

ubject; (2) thefunction of cognition is adaptive and serves the organization of the experiential world, not thediscovery of ontological reality. (Von Glaserfeld,1994)Fosnot, another expert defines constructivism as “ a theory about knowledge and learning”(Fosnot,1996). Context that is related to knowledge and learning plays an important part inlearning. The process of learning are effected by the learning environment, and are referred to as“ situated cognition” (Brown, Collins ＆ Duguid, 1989). It describes a learner-centeredenvironment, in which the knowledge and the making of knowledge are interactive, inductiveand collaborative and questions are valued (Lebow,1993; Books ＆ Brooks,1993; Brown,Collins ＆Duguid,1998) The basic premise of constructivism is that learners construct their ownknowledge actively by attaching new information to preexisting knowledge (Strommen ＆Lincoln,1992). Also, learning does not occur in isolation. Learners interact with the knowledge,other learners and the learning environment (Dershem, 1996).
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2.2 Constructivist views of language teaching
Constructivism holds that there is never any right way to teach. In this aspect, VonGlasersfeld tells that constructivism can not make teachers know about new things to do, but itcan suggest why certain attitudes and procedures are counter-productive, and it also offeropportunities for teachers to use their own imagination. Salmon (1988) presents us a bestinterpretation of a constructivist approach to teaching. In her description, it is “not as a passingon of a parcel of objective knowledge, but as the attempt to share what you find personallymeaningful” (Salmon, 1988).She argues that teachers are indivisible from what they teach:It is for a long time that there have been many different attempts to account for effectiveteaching. Some of them are mainly concerned with measuring characteristic of teachers, withcorrelating information and with drawing conclusions from the results. They are referred to asprocess-product studies because their major concern is to identify what kind of action onteachers is most likely to bring a desired result. (E.g. Good exam grades)
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Chapter Three: Methodology ....17
3.1 Research Purpose ......17
3.2 Subjects ....17
3.3 Instruments......17
3.4 Experimental procedure ......18
3.5 A teaching plan....22
Chapter Four: Results and Discussion ........25
4.1 Investigated students’ reading performance before experiment........25
4.2 Investigated students’ reading performance after experiment ........25
4 . 3 hreading teaching........26
4.4 Major findings ..........28
Chapter Five: Implications ....31

Chapter four: Results and Discussion

4.1 Investigated students’ reading performance before experiment
Before the experiment, the pre-test was carried out in both classes. All the students arerequired to finish the test in 35 minutes. Then their answers are collected and scored (the fullscore is 100). The raw score is in the Appendix III.Through calculation, the average score of the control class is 63.5, and the average score ofthe experimental class is 64.1. Here are the statistical data of the pre-test. According to the results of the experiment, the average score is raised by 0.5 points in thecontrol class, while the average score is raised by 6.4 point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。