| Abstract | 第3-4页 |
| 摘要 | 第5-8页 |
| Chapter One Introduction | 第8-13页 |
| 1.1 Background of the Study | 第8-9页 |
| 1.2 Purpose and Significance of the Study | 第9-11页 |
| 1.2.1 Purpose of the Study | 第9-10页 |
| 1.2.2 Practical Significance of the Study | 第10-11页 |
| 1.2.3 Theoretical Significance of the Study | 第11页 |
| 1.3 Structure of the Thesis | 第11-13页 |
| Chapter Two Literature Review | 第13-33页 |
| 2.1 Multi-level Teaching | 第13-21页 |
| 2.1.1 Definition of Multi-level Teaching | 第13-16页 |
| 2.1.2 Theoretical Framework | 第16-18页 |
| 2.1.3 Research Status Abroad and at Home | 第18-21页 |
| 2.2 Autonomous Learning | 第21-27页 |
| 2.2.1 Definition of Autonomous Learning | 第21-23页 |
| 2.2.2 Theoretical Framework | 第23-25页 |
| 2.2.3 Research Status Abroad and at Home | 第25-27页 |
| 2.3 Teacher’s Mediation | 第27-31页 |
| 2.3.1 Feuerstein’s Theory of Mediation | 第27-29页 |
| 2.3.2 Research Status of Teacher’s Mediation in Autonomous LearningAbroad and at Home | 第29-31页 |
| 2.4 Conclusion | 第31-33页 |
| Chapter Three Investigation and Analysis | 第33-52页 |
| 3.1 Objects | 第33页 |
| 3.2 Subjects | 第33-35页 |
| 3.2.1 Students | 第33-35页 |
| 3.2.2 Teachers | 第35页 |
| 3.3 Instruments | 第35-36页 |
| 3.4 Data Analysis | 第36-49页 |
| 3.4.1 Status Quo of Extracurricular Autonomous English Learning | 第36-37页 |
| 3.4.2 Difference in Autonomy between Students of Multiple Levels | 第37-45页 |
| 3.4.3 Teacher’s Mediation | 第45-49页 |
| 3.5 Major Findings of the Research | 第49-52页 |
| 3.5.1 Findings about Level A | 第49页 |
| 3.5.2 Findings about Level B | 第49-50页 |
| 3.5.3 Findings about Level C | 第50-52页 |
| Chapter Four Suggestions and Limitations | 第52-61页 |
| 4.1 Suggestions for Teachers at Level A | 第52-54页 |
| 4.1.1 Unambiguous Assignments and Intentions of Activities | 第52-53页 |
| 4.1.2 Emphasis on the Benefit of Activities for Future Learning | 第53页 |
| 4.1.3 Regulating the Direction | 第53-54页 |
| 4.1.4 Suggestions on Learning Contents | 第54页 |
| 4.2 Suggestions for Teachers at Level B | 第54-57页 |
| 4.2.1 Enhancement of Motivation Especially the Intrinsic One | 第54-55页 |
| 4.2.2 Assistance in Goal-setting and Timely Feedback and Evaluation | 第55页 |
| 4.2.3 Development of Students’ Own Learning Strategies | 第55-56页 |
| 4.2.4 Suggestions on Learning Contents | 第56-57页 |
| 4.3 Suggestions for Teachers at Level C | 第57-59页 |
| 4.3.1 Recognizing Individuality of Each Student | 第57页 |
| 4.3.2 Coordinating Extracurricular Learning with In-class Learning | 第57-58页 |
| 4.3.3 Making Extracurricular Learning More Entertaining | 第58-59页 |
| 4.3.4 Suggestions on Learning Contents | 第59页 |
| 4.4 Limitations of the Research | 第59-61页 |
| Chapter Five Conclusion | 第61-63页 |
| Appendix Ⅰ | 第63-65页 |
| Appendix Ⅱ | 第65-66页 |
| Appendix Ⅲ | 第66-67页 |
| References | 第67-72页 |
| Acknowledgement | 第72页 |
