| Acknowledgements | 第1-5页 |
| 摘要 | 第5-7页 |
| Abstract | 第7-9页 |
| Contents | 第9-14页 |
| Chapter 1 Introduction | 第14-24页 |
| ·Current situations of English learning in vocational school | 第15-22页 |
| ·Current students' learning habits | 第15-16页 |
| ·Present assessment systems | 第16-17页 |
| ·The situations of English learning | 第17-22页 |
| ·Motivations | 第17-18页 |
| ·Learning strategies | 第18-20页 |
| ·Personalities of adolescence | 第20-21页 |
| ·Other situations | 第21-22页 |
| ·The raise of this research | 第22-23页 |
| ·The purposes of this research | 第23页 |
| ·The organization of this thesis | 第23-24页 |
| Chapter 2 Literature review | 第24-38页 |
| ·Formative assessment | 第24-30页 |
| ·Formative assessment and summative assessment | 第24-25页 |
| ·Purposes of the formative assessment | 第25页 |
| ·Characteristics of formative assessment | 第25-27页 |
| ·Main types of formative assessing actions in classroom | 第27-29页 |
| ·Practices of formative assessment | 第29-30页 |
| ·Reflective learning | 第30-37页 |
| ·Understanding of learning | 第30页 |
| ·Understanding of reflective learning | 第30-34页 |
| ·The characteristics of reflective learning | 第31-32页 |
| ·The means of reflective learning | 第32-34页 |
| ·Teachers' and students' roles in reflective learning | 第34页 |
| ·Theories related to reflective learning | 第34-37页 |
| ·Flavell's Meta-cognition | 第35页 |
| ·Gardner's intrapersonal intelligence | 第35-36页 |
| ·The relationship between intrapersonal intelligence and meta-cognition | 第36-37页 |
| ·Current status of reflective learning | 第37页 |
| ·The relationship between reflective learning and formative assessment | 第37-38页 |
| Chapter 3 Research Design | 第38-49页 |
| ·Objectives and hypotheses of the study | 第38页 |
| ·Subjects | 第38-39页 |
| ·Research methods | 第39-42页 |
| ·Case Study | 第39-40页 |
| ·Questionnaires | 第40-41页 |
| ·Interview | 第41页 |
| ·Checklists | 第41-42页 |
| ·Research procedures | 第42-49页 |
| ·Pre-tests | 第42-43页 |
| ·Training of the subjects | 第43页 |
| ·Research procedures | 第43-45页 |
| ·Post-tests | 第45-49页 |
| Chapter 4 Analysis of results | 第49-53页 |
| ·Analysis of result of pre-questionnaire and post-questionnaire | 第49-50页 |
| ·Analysis of results of pre-test and post-test | 第50页 |
| ·The analysis of pre-interview and post-interview | 第50-51页 |
| ·Feedback from other teachers | 第51页 |
| ·Influence of formative assessment on motivation | 第51-52页 |
| ·Influence of reflective learning on English scores | 第52页 |
| ·The influence on teaching | 第52页 |
| ·The influence on learning strategy of students | 第52-53页 |
| Chapter 5 Conclusion and implications | 第53-58页 |
| ·Conclusion of this research | 第53页 |
| ·Limitations of this research | 第53页 |
| ·Recommendations for future study | 第53-54页 |
| ·Implications on English teaching | 第54-56页 |
| ·Cultivating strategy awareness | 第54页 |
| ·Providing reasonable input | 第54-55页 |
| ·Treating students' errors tolerantly | 第55页 |
| ·Teaching English with moral lessons | 第55-56页 |
| ·Reflecting on learners themselves | 第56页 |
| ·Monitoring the learning process | 第56页 |
| ·Learning to keep pace with the time | 第56页 |
| ·The future development of the formative assessment | 第56-57页 |
| ·The future development of the reflective learning | 第57-58页 |
| References | 第58-61页 |
| Appendices | 第61-68页 |
| Appendix Ⅰ (questionnaire A)学生的学习风格调查问卷 | 第61-63页 |
| Appendix Ⅱ (questionnaire B) | 第63-64页 |
| Appendix Ⅲ (questionnaire C)有关评价现状的调查 | 第64-65页 |
| Appendix Ⅳ Daily Class Performance Checklist | 第65-66页 |
| Appendix Ⅴ Class Log | 第66-67页 |
| Appendix Ⅵ 单元总结表 | 第67-68页 |
| Appendix Ⅶ 家长观察记录表 | 第68页 |
