| Abstract | 第9页 |
| 摘要 | 第10-12页 |
| Chapter One Introduction | 第12-15页 |
| 1.1 Research Background | 第12-13页 |
| 1.2 Significance of the Study | 第13-14页 |
| 1.3 Layout of the Thesis | 第14-15页 |
| Chapter Two Literature Review | 第15-29页 |
| 2.1 Teacher Base | 第15-17页 |
| 2.1.1 Definition of Teacher Base | 第15页 |
| 2.1.2 Classification of Teacher Base | 第15-17页 |
| 2.2 Teacher Cognition | 第17页 |
| 2.3 Studies on Pedagogical Content Knowledge | 第17-27页 |
| 2.3.1 Definition of Pedagogical Content Knowledge | 第17-19页 |
| 2.3.2 Components of PCK | 第19-21页 |
| 2.3.3 Evolution of PCK Models | 第21-23页 |
| 2.3.3.1 Shulman’s PCK Model | 第21页 |
| 2.3.3.2 Grossman’s PCK Model | 第21-22页 |
| 2.3.3.3 Cochran etal’s PCK Model | 第22-23页 |
| 2.3.3.4 Andrews’s Modified Model of PCK | 第23页 |
| 2.3.4 Previous Studies on PCK Abroad | 第23-25页 |
| 2.3.4.1 Studies on the Basic Notion of PCK | 第24页 |
| 2.3.4.2 Studies on Novice Teachers and Expert Teachers’ PCK | 第24-25页 |
| 2.3.5 Previous Studies on PCK at Home | 第25-27页 |
| 2.3.5.1 Studies on Teacher Base | 第25页 |
| 2.3.5.2 PCK Studies on Science Teachers | 第25-26页 |
| 2.3.5.3 PCK Studies of English Foreign Language Teachers | 第26-27页 |
| 2.3.5.4 PCK Studies on Reading | 第27页 |
| 2.4 Summary of the Literature Review | 第27-29页 |
| Chapter Three Theoretical Framework | 第29-37页 |
| 3.1 Constructivism | 第29-31页 |
| 3.2 Knowledge about Genre-based Approach | 第31-33页 |
| 3.2.1 Narration and its Discourse Pattern | 第31-32页 |
| 3.2.2 Exposition and its Discourse Pattern | 第32-33页 |
| 3.2.3 Argumentation and its Discourse Pattern | 第33页 |
| 3.3 Models of Reading PCK | 第33-37页 |
| 3.3.1 Knowledge about Reading Instruction | 第34-35页 |
| 3.3.2 Knowledge about Reading Strategies | 第35-36页 |
| 3.3.3 Knowledge about Genre | 第36-37页 |
| Chapter Four Methodology | 第37-41页 |
| 4.1 Research Questions | 第37页 |
| 4.2 Participants | 第37-38页 |
| 4.3 Research Instruments | 第38-40页 |
| 4.3.1 Classroom Observation | 第38-39页 |
| 4.3.2 Post-observation Interview | 第39-40页 |
| 4.3.4 Teaching Documents Collection | 第40页 |
| 4.4 Research Procedures | 第40页 |
| 4.5 Data Collection and Analysis | 第40-41页 |
| Chapter Five Results and Discussions | 第41-57页 |
| 5.1 Reading PCK of the two Novice Teachers | 第41-51页 |
| 5.1.1 Three Stages of Reading Instruction of the two Novice Teachers | 第41-45页 |
| 5.1.2 Development of Students’ Reading Strategy by the two Novice Teachers | 第45-47页 |
| 5.1.3 Knowledge about Genre of the two Novice Teachers | 第47-51页 |
| 5.2 Teachers’ Cognition about Reading PCK of the two Novice Teachers | 第51-54页 |
| 5.2.1 Reading Instruction of the two Novice Teachers | 第51-53页 |
| 5.2.2 Reading Strategy of the two Novice Teachers | 第53页 |
| 5.2.3 Knowledge of Genre about the two Novice Teachers | 第53-54页 |
| 5.3 General Discussions | 第54-57页 |
| Chapter Six Conclusions, Pedagogical Implications and Limitations | 第57-60页 |
| 6.1 Conclusions | 第57-58页 |
| 6.2 Pedagogical Implications | 第58-59页 |
| 6.3 Limitations | 第59-60页 |
| References | 第60-64页 |
| Appendix I Classroom Observation Form on Reading PCK of Senior High School Teacher | 第64-65页 |
| Appendix II Interview Protocol | 第65-66页 |
| Appendix III Brief Introduction about Reading class of Teacher T | 第66-74页 |
| Senior 2 English Reading 1unit4 (1) | 第66-69页 |
| Senior 2 English Reading 1 unit4 (2) | 第69-72页 |
| Senior 2 English Reading 2 unit4 | 第72-74页 |
| Appendix IV Brief Introduction about Reading class of Teacher Z | 第74-82页 |
| Senior 2 English Reading 1 unit5 (1) | 第74-76页 |
| Senior 2 English Reading 1 unit5 (2) | 第76-78页 |
| Senior 2 English Reading 1 unit5 (3) | 第78-80页 |
| Senior 2 English Reading 2 unit5 (1) | 第80-82页 |
| Acknowledgements | 第82页 |
