| Acknowledgements | 第1-7页 |
| ABSTRACT | 第7-9页 |
| 摘要 | 第9-13页 |
| CHAPTER 1 INTRODUCTION | 第13-15页 |
| CHAPTER 2 QUESTIONNAIRE | 第15-22页 |
| ·Purpose and Design of Questionnaire | 第15-16页 |
| ·Purpose of Questionnaire | 第15页 |
| ·Subjects of the questionnaire | 第15-16页 |
| ·Data Collection and Analysis | 第16页 |
| ·Result and Analysis | 第16-22页 |
| ·Assumed Authority | 第19-20页 |
| ·Unique Curriculum Teaching Methodology | 第20-22页 |
| CHAPTER 3 SURVEY ON LEARNER-CENTERED CURRICULUM | 第22-27页 |
| ·Purpose of the Survey | 第22页 |
| ·Data Collection and Research Methodology | 第22-25页 |
| ·Subjects of the Survey | 第22-23页 |
| ·Data Collection | 第23页 |
| ·Data Processing | 第23-25页 |
| ·Research Method and Procedure | 第25页 |
| ·Limitation of the Survey | 第25-27页 |
| CHAPTER 4 LITERATURE REVIEW OF LEARNER-CENTERED CURRICULUM | 第27-41页 |
| ·The Origin of Learner-centered Curriculum | 第27-35页 |
| ·Learner-centered Curriculum in a Cognitive-Based Perspective | 第27-29页 |
| ·Learner-centered Curriculum in a Constructive-Based Perspective | 第29-31页 |
| ·Learner-centered Curriculum in Androgogical-based Perspective | 第31-33页 |
| ·Learner-centered Curriculum in Humanistic-based Perspective | 第33-35页 |
| ·Core of Learner-Centered Curriculum | 第35-41页 |
| ·Teacher’s and Student’s Role as the Core | 第35页 |
| ·Teacher’s and Student’s Role in Traditional Teaching Approach | 第35-36页 |
| ·Student’s Role in Learner-centered Curriculum | 第36页 |
| ·Teacher’s Role in Learner-centered Curriculum | 第36-40页 |
| ·Summary | 第40-41页 |
| CHAPTECHAPTER 5 ANALYSIS ON STRATEGIES OF INTERPERSONAL RELATIONSHIP | 第41-53页 |
| ·Definition of Classroom Atmosphere and Interpersonal Relationship | 第41-42页 |
| ·Theoretical Foundation | 第42-45页 |
| ·Affective Filters | 第42-43页 |
| ·Motivation | 第43-45页 |
| ·Positive Interpersonal Relationship in Learner-Centered Approach | 第45-53页 |
| ·Significance of Positive Interpersonal Relationship | 第45页 |
| ·Native Teacher’s Preference | 第45-47页 |
| ·Native Teacher’s Strategies | 第47-53页 |
| CHAPTER 6 ANALYSIS ON STRATEGIES OF CLASSROOM INTERACTION | 第53-76页 |
| ·Theoretical Foundation of Interaction in SLA | 第53-58页 |
| ·Three SLA Hypotheses | 第54-57页 |
| ·Zone of Proximal Development (ZPD) & Scaffolding | 第57-58页 |
| ·Interaction in Learner-Centered Curriculum | 第58-76页 |
| ·Significance of Interaction in Learner-centered Curriculum | 第58-59页 |
| ·Native Teacher’s Preference | 第59-66页 |
| ·Native Teacher’s Strategies | 第66-76页 |
| CHAPTER 7 CONCLUSION AND DIRECTION | 第76-78页 |
| ·Conclusion | 第76页 |
| ·Limitations and Direction for Further Research | 第76-78页 |
| BIBLIOGRAPHY | 第78-82页 |
| APPENDIAPPENDIX | 第82-89页 |
| Appendix I Questionnaire on Reasons to Attend Learner-Centered Curriculum | 第82-84页 |
| Appendix II Audio Transcript | 第84-89页 |
| 学位攻读期间成果 | 第89页 |
