| Abstract | 第1-9页 |
| 内容摘要 | 第9-11页 |
| Chapter One Introduction | 第11-15页 |
| 1．1 Origin of the Study | 第11-13页 |
| 1．2 Significance of the Study | 第13页 |
| 1．3 Organization of the Dissertation | 第13-15页 |
| Chapter Two Background-No Panacea for Language Teaching | 第15-21页 |
| 2．1 Division between Theory and Practice | 第15-17页 |
| 2．2 Limitations of Teaching Methods | 第17-19页 |
| 2．3 Unpredictability and Complexity of Language Teaching | 第19-21页 |
| Chapter Three Current Views on Language Pedagogy | 第21-34页 |
| 3．1 Shift from Method-based Pedagogy to Postmethod Pedagogy | 第21-26页 |
| 3．1．1 Postmethod Condition | 第21-23页 |
| 3．1．2 Pedagogic Parameter | 第23页 |
| 3．1．3 Macrostrategic Framework | 第23-26页 |
| 3．2 Transformation of the Role of the Teacher | 第26-30页 |
| 3．2．1 Strategic Thinker | 第27页 |
| 3．2．2 Strategic Practitioner | 第27-28页 |
| 3．2．3 Strategic Explorer | 第28-30页 |
| 3．3 Integration of Instruction and Research | 第30-34页 |
| Chapter Four Approaches of Theorizing Personal Practice and Practicing Personal Theory | 第34-53页 |
| 4．1 Classroom Observation | 第34-43页 |
| 4．1．1 Traditional Classroom Observation | 第35-36页 |
| 4．1．2 Introduction of Kumaravadivelu's Observation Scheme | 第36-43页 |
| 4．2 Critical Reflection | 第43-53页 |
| 4．2．1 Notion of Reflection | 第44-47页 |
| 4．2．2 Critical Reflection Penetrating the Whole Process of Personal Theory Construction | 第47-53页 |
| Chapter Five Facilitation of Teacher Education | 第53-66页 |
| 5．1 Development of Teacher Education | 第53-59页 |
| 5．1．1 Teacher Training | 第53-55页 |
| 5．1．2 Teacher Education | 第55-59页 |
| 5．2 Implications to Teacher Education Program to Facilitate Self-theory Construction | 第59-66页 |
| 5．2．1 Development of Education Program to Facilitate Classroom Observation | 第60-63页 |
| 5．2．2 Development of Education Program to Facilitate Critical Reflection | 第63-66页 |
| Chapter Six Conclusion | 第66-71页 |
| 6．1 Implications to College English Teachers in China | 第66-69页 |
| 6．2 Supplements | 第69-71页 |
| Bibliography | 第71-77页 |
