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independent meaningful construction oflearning knowledge can be judged by whether they can ask questions relate to the content theyare learning.If students can ask questions relate to the content they have learned,it shows thatthe questions they ask are obtained by constructing on the basis of the cognition they master.Teachers should design the problem chains according to the teaching content and students’existing knowledge and experience,so that design the problem chain can effectively stimulatestudents’interest in learning and promote their active thinking.

(2)Constructivist theory provides the rationale for the applicability of problem chains indifferent parts of the classroom.Constructivist learning theory suggests that problem chainsare appropriate for pre-reading introduction,in-reading learning,and post-reading summarization.For example,the questions in the problem chain in the pre-readingintroductory session can be related to real-life situations,which helps students becomefamiliar with the topic and stimulates their interest in learning.The questions in the problemchain in the learning-in-reading session should focus on guiding students to collaborativeinquiry and meaning making.In the post-reading summary session,students list the conceptmap of the text base on their understanding of the text when they successfully solve eachproblem in the problem chain,and the teacher leads them to sort out the text together.

Chapter 3 Research Design ........................ 30

3.1 Research Aim ............................ 30

3.2 Research Questions ........................ 30

3.3 Research Subjects ......................... 30

Chapter 4 Results and Discussion ......................... 46

4.1 The Analysis of the Results of the Effects of Applying the Problem Chain Teaching Modelto High School English Reading Teaching on Students’ Overall Reading Achievements ......................... 46

4.1.1 Comparison and Analysis of Pre-test Results Between Experimental Class and Control Class .................. 46

4.1.2 Comparison and Analysis of Pre-test and Post-test Results in Experimental Class ......................... 47

Chapter 5 Conclusion .............................. 72

5.1 Major Findings ............................ 72 

5.2 Implications .................................. 73

Chapter 4 Results and Discussion

4.1 The Analysis of the Results of the Effects of Applying the ProblemChain Teaching Model to High School English Reading Teaching onStudents’Overall Reading Achievements

Used SPSS software,the author conduct independent sample T-test analysis and pairedsample T-test analysis on the two English reading test achievements of the experimental classand the control class before and after the experiment.The results are as follows:

4.1.1 Comparison and Analysis of Pre-test Results Between Experimental Class andControl Class.

The author analyze the pre-test achievements of the experimental class and the controlclass,and the results are show in Table 4-1.

As show in the table,before the experiment,the average Engli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。