| Abstract | 第1-7页 |
| 摘要 | 第7-11页 |
| Chapter One Introduction | 第11-18页 |
| ·Research background | 第11-13页 |
| ·Requirements of the new curriculum reform | 第11页 |
| ·Urgent need for teachers ' professional development | 第11-12页 |
| ·Goal of educational practice | 第12-13页 |
| ·Research structure and research methods | 第13-16页 |
| ·Research methods | 第13-14页 |
| ·Research framework | 第14-16页 |
| ·Significance of the study | 第16页 |
| ·Plan of the thesis | 第16-18页 |
| Chapter Two Teacher Development and PCK: a Literature Review | 第18-37页 |
| ·Definition of novice teachers and expert teachers | 第18-19页 |
| ·Novice teachers | 第18页 |
| ·Expert teachers | 第18-19页 |
| ·Pedagogical content knowledge (PCK) theory | 第19-26页 |
| ·Formation of PCK | 第21-22页 |
| ·PCK theory | 第22-24页 |
| ·The ideal composition of PCK | 第24-26页 |
| ·Teacher development and PCK | 第26-29页 |
| ·The study on PCK development abroad | 第26-27页 |
| ·The study on PCK development in China | 第27-29页 |
| ·Research summary of PCK studies at home and abroad | 第29-37页 |
| ·Current research abroad | 第29-30页 |
| ·Current research in China | 第30-37页 |
| Chapter Three Research Methods and Data Collection | 第37-54页 |
| ·The designing process | 第37-39页 |
| ·Research Questions | 第37页 |
| ·The selection of research subjects | 第37-38页 |
| ·About the school of research | 第38页 |
| ·Data collection | 第38-39页 |
| ·Analysis of classroom observation records | 第39-49页 |
| ·Student questionnaire analysis | 第49-54页 |
| ·The subjects of questionnaire | 第49页 |
| ·Survey method | 第49页 |
| ·Analysis of survey results | 第49-54页 |
| Chapter Four Influence of PCK on the Effectiveness of English Classroom Teaching | 第54-71页 |
| ·PCK elements of English teachers in middle school | 第54-61页 |
| ·Analysis and the interview of middle school English teacher’s PCK elements | 第61-67页 |
| ·Interviews and analysis of subject knowledge | 第61-63页 |
| ·Interviews and analysis of teaching strategies | 第63-64页 |
| ·Interviews and analysis of contextual knowledge | 第64-65页 |
| ·Interviews and analysis of students’ knowledge | 第65-67页 |
| ·Analysis of the effectiveness of teacher’s classroom teaching | 第67-71页 |
| ·Timing to initiate classroom teaching | 第67-68页 |
| ·Use of remembering students’ names | 第68页 |
| ·Effective use of multimedia | 第68页 |
| ·Reasonable reflection of teaching | 第68-71页 |
| Chapter Five Teacher Development Strategies and Suggestions | 第71-83页 |
| ·Strengthening the consciousness of teachers’ self-development | 第71-72页 |
| ·Doing a good plan for teachers' professional development | 第72-75页 |
| ·Teachers’ consciousness of career planning | 第72-73页 |
| ·Novice teachers’ career development planning | 第73-75页 |
| ·Development of a habit of reflection | 第75-76页 |
| ·Critical period for novice teachers to transform into expert English teachers | 第76-77页 |
| ·Educational research mentoring | 第77-78页 |
| ·The use of multimedia | 第78-79页 |
| ·Creation of teacher development environment | 第79-81页 |
| ·Teachers' lifelong learning | 第81-83页 |
| Chapter Six Conclusion | 第83-85页 |
| Bibliography | 第85-89页 |
| APPENDICES | 第89-95页 |
| Appendix I | 第89-93页 |
| Appendix II | 第93-95页 |
| Acknowledgement | 第95页 |
