| Acknowledgements | 第1-7页 |
| Abstract | 第7-8页 |
| 内容摘要 | 第8-9页 |
| Chapter One Introduction | 第9-12页 |
| 1. The Rise of My Puzzle | 第9-10页 |
| 2 The Research Aim | 第10-12页 |
| Chapter Two Literature Review | 第12-28页 |
| 1 Introduction | 第12页 |
| 2 Teacher Change and Learning | 第12-13页 |
| 3 Teacher Change in Different Stages of Teacher Professional Development | 第13-16页 |
| ·Teachers as Artists | 第14页 |
| ·Teachers as Trainers | 第14-15页 |
| ·Teachers as Learners | 第15页 |
| ·Teacher as Clinicians | 第15-16页 |
| ·Teachers as Reflective Practitioners | 第16页 |
| 4 Teacher Change and the Educational Environment | 第16-18页 |
| 5. The CAI-Based Language Teaching Environment and the Shifting Role of the Teacher | 第18-28页 |
| ·The Exaggerating Power of New Technology | 第18-19页 |
| ·The Model of Teachers' Adoption of Educational Technology | 第19-21页 |
| ·Teachers' Dilemma in the CAI-Based Teaching Environment | 第21-22页 |
| ·Unchanged Mode of Instruction under the Dominance of New Technology | 第22-23页 |
| ·What the Computers Can and cannot do | 第23-24页 |
| ·New Mode of Knowing in Computer-Based Learning Community | 第24-28页 |
| ·The Discourse of Knowledge, Power and Traditional Mode of Knowing | 第24-25页 |
| ·How the Mode of Knowing Shifts under the Dominance of Technology | 第25-26页 |
| ·Developing New Mode of Teaching and Learning in the Computer-Based Learning Communities | 第26-28页 |
| Chapter Three Theoretical perspectives of This Study | 第28-42页 |
| 1 Introduction | 第28页 |
| 2. Integration of the New Technology into Learning Community | 第28-31页 |
| ·Social Learning Theories on Language Learning Communities | 第28-30页 |
| ·Vygotsky's Theory of Learning and Communiies | 第29页 |
| ·Wenger's Social Theory on Language Learning Communities | 第29-30页 |
| ·Constructivism and the Shift of Teaching and Learning | 第30-31页 |
| 3 Transformation of Teachers as Lifelong Learners | 第31-33页 |
| ·Important Notions in Transformation Theory | 第31-32页 |
| ·Fostering Transformative Learning among Teachers | 第32-33页 |
| 4. EP Theory on Teachers as Research Practitioners | 第33-36页 |
| ·The Aim of EP: Pursuit of Harmonious Classroom Life | 第34-35页 |
| ·Understanding Seven Principles of EP for Practitioner Research | 第35-36页 |
| 5. Critical Theories on Power Relations and Teachers' Liberation | 第36-42页 |
| ·Foucault's Concept of Power Relations Embodied in Teaching Discourse | 第37-38页 |
| ·The Critical Theory on the Use of Technology in Classrooms | 第38-39页 |
| ·Paulo Freire's Education Theory | 第39-42页 |
| ·Paulo Freire's Critical Pedagogy Theory | 第39-40页 |
| ·The Important Principles of Freire's Pedagogy | 第40-42页 |
| Chapter Four Methodology | 第42-45页 |
| 1 The Research Setting | 第42页 |
| 2 Participants: Three Teachers | 第42-43页 |
| 3 Data Collection | 第43-44页 |
| 4 Data Analysis | 第44-45页 |
| Chapter Five Results of Data Analysis | 第45-78页 |
| 1 Findings of the First Interview | 第45-46页 |
| 2 Analysis of the Puzzles in the Three Teachers | 第46-59页 |
| ·Teacher Confidence and Belief in the Context of the CAI | 第46-49页 |
| ·Using the Computer to Support Collaborative Learning as New forms of Teaching and Learning | 第49-53页 |
| ·Critical Uses of Technology Applications in the English Classroom | 第53-57页 |
| ·Computer-Assistant Classroom English Teaching and Teacher's Autonomy | 第57-59页 |
| 3. Findings in the Second Interview with the Three Teachers | 第59-70页 |
| ·The Three Teachers' Views of their' Roles in the CAI-Based Classrooms | 第60-62页 |
| ·Further Contextual Barriers on Teachers Changing Traditional Roles in the CAI-Based Classroom | 第62-68页 |
| ·Impact of School Policies on Teacher's Freedom in Using Technology | 第62-64页 |
| ·Impact of Exam Requirements on Teacher's Commitment to Integrative Use of CAI into Classroom Teaching | 第64-66页 |
| ·The Impact of Teaching Evaluation on Teachers' Classroom Teaching | 第66-68页 |
| ·Academic Research and Teachers' Embarrassing Roles in Professional Context | 第68-70页 |
| 4 Findings in the Three Teachers Classrooms | 第70-76页 |
| ·Problem-posing Pedagogy in CAI: Ms. Pan's Classs | 第71-73页 |
| ·Valuing Silence: Ms Feng's Intensive Reading Classes | 第73-74页 |
| ·Computer as Facilitator of Constructivist Learning: Ms. Zheng's Intensive Reading Class | 第74-76页 |
| 5 Summary | 第76-78页 |
| Chapter Six Discussion and Implications | 第78-84页 |
| 1 Sticking to the Use of Exploratory Practice to Explore Puzzles | 第78-79页 |
| 2 Focus on the Pursuit of "quality of life" rather than on "quality of work" in the Computer-Based Classroom | 第79-81页 |
| 3 Equiping Teachers with Critical Mindset to Face the Unsatisfactory Context of Teachers'Work | 第81-84页 |
| Chapter Seven Conclusion | 第84-86页 |
| Bibliography | 第86-99页 |
| Appendices | 第99-106页 |
| Appendix I: The Tape-script of the First Interview | 第99-101页 |
| Appendix II: The Tape-script of the Second Interview | 第101-104页 |
| Question One: Can you describe how you think of the role you play in the computer-assisted English teaching environment? | 第101-102页 |
| Questions Two: Can you describe how the school policies affect your freedom in CAI-Based classroom teaching? | 第102-103页 |
| Question three: What inspiration can you get from the participation in this study? | 第103-104页 |
| Appendix III: Some Notes-Taking of the Class Observation | 第104-106页 |
| Episode One: In Ms. Pan's Classroom | 第104页 |
| Episode One: in Ms. Feng's Classroom | 第104-105页 |
| Episode Three: In Ms. Zheng's Classroom | 第105-106页 |
