| 中文摘要 | 第3-5页 |
| abstract | 第5-7页 |
| Chapter I Introduction | 第14-19页 |
| 1.1 Research Background | 第14-16页 |
| 1.1.1 Necessity of English Curriculum Reform | 第14-15页 |
| 1.1.2 Necessity of English Teacher Professional Development | 第15页 |
| 1.1.3 Necessity of Development of Instructional Design | 第15-16页 |
| 1.2 Research Purpose and Significance | 第16-18页 |
| 1.2.1 Purpose of the Study | 第16-17页 |
| 1.2.2 Significance of the Study | 第17-18页 |
| 1.3 Framework of the Thesis | 第18-19页 |
| Chapter II Literature Review | 第19-35页 |
| 2.1 Definition of Key Terms | 第19-25页 |
| 2.1.1 Instructional Design | 第19-20页 |
| 2.1.2 Instructional Design Ability | 第20-22页 |
| 2.1.3 Constituents of Instructional Design Ability | 第22-25页 |
| 2.2 Related Studies on the Instructional Design | 第25-28页 |
| 2.2.1 Related Studies Abroad | 第25-26页 |
| 2.2.2 Related Studies in China | 第26-28页 |
| 2.3 Theoretical Foundations | 第28-35页 |
| 2.3.1 The Theory of Humanism | 第28-30页 |
| 2.3.2 The Whole-person Education | 第30-32页 |
| 2.3.3 The Theory of Teacher Professionalization | 第32-35页 |
| Chapter III Research Design | 第35-41页 |
| 3.1 Research Questions | 第35页 |
| 3.2 Research Subjects | 第35-36页 |
| 3.3 Research Methods and Instruments | 第36-39页 |
| 3.3.1 Questionnaire | 第36-38页 |
| 3.3.2 Classroom Observation | 第38页 |
| 3.3.3 Interview | 第38-39页 |
| 3.4 Research Procedure | 第39-41页 |
| 3.4.1 Data Collection | 第39-40页 |
| 3.4.2 Data Analysis | 第40-41页 |
| Chapter Ⅳ Results and Discussion | 第41-72页 |
| 4.1 Overall Analysis of Rural English Teachers’Instructional DesignAbility | 第41-42页 |
| 4.2 Specific Analysis of Each Dimension of Instructional Design | 第42-60页 |
| 4.2.1 Understanding and Practicing English Curriculum Standards | 第42-45页 |
| 4.2.2 Designing Teaching Objectives | 第45-47页 |
| 4.2.3 Analyzing Students’Learning Situation | 第47-50页 |
| 4.2.4 Designing Teaching Content | 第50-52页 |
| 4.2.5 Designing Teaching Procedure | 第52-54页 |
| 4.2.6 Designing Teaching Media | 第54-56页 |
| 4.2.7 Designing Assessment | 第56-58页 |
| 4.2.8 Making Self-reflection and Improvement | 第58-60页 |
| 4.3 Difference Analysis | 第60-66页 |
| 4.3.1 Analysis of Teachers’Instructional Design Ability BetweenGenders | 第60-61页 |
| 4.3.2 Analysis of Teachers’Instructional Design Ability ofDifferent Education Background | 第61-64页 |
| 4.3.3 Analysis of Teachers’Instructional Design Ability ofDifferent Teaching Years | 第64-66页 |
| 4.4 The Contributing Factors which Affect Teachers’InstructionalDesign Ability | 第66-72页 |
| 4.4.1 The Factor of Teacher | 第68-69页 |
| 4.4.2 The Factor of Students | 第69-70页 |
| 4.4.3 The Factor of Teacher Training | 第70-72页 |
| Chapter Ⅴ Conclusion | 第72-78页 |
| 5.1 Major Findings | 第72-73页 |
| 5.2 Pedagogical Suggestions | 第73-76页 |
| 5.2.1 For Teachers | 第73-75页 |
| 5.2.2 For Schools | 第75-76页 |
| 5.2.3 For Education Institutions | 第76页 |
| 5.3 Limitations of the Study | 第76-77页 |
| 5.4 Suggestions for Future Research | 第77-78页 |
| References | 第78-83页 |
| AppendixⅠ:Questionnaire | 第83-87页 |
| AppendixⅡ :Classroom Observation Form | 第87-89页 |
| AppendixⅢ :Outline of the Interview | 第89-90页 |
| Acknowledgements | 第90页 |
