| Acknowledgements | 第3-4页 |
| Abstract | 第4-5页 |
| 摘要 | 第6-7页 |
| Table of Contents | 第7-9页 |
| Chapter One Introduction | 第9-13页 |
| 1.1 The origin of the study | 第9-10页 |
| 1.2 Aim and the rational for the study | 第10-12页 |
| 1.3 The structure of the thesis | 第12-13页 |
| Chapter Two Literature Review | 第13-27页 |
| 2.1 Introduction | 第13页 |
| 2.2 Status quo of pre-service English teacher education in China | 第13-16页 |
| 2.3 Searching for effective teacher education in the West | 第16-18页 |
| 2.4 Modelling approach | 第18-24页 |
| 2.4.1 Theoretical basis of modelling | 第18-20页 |
| 2.4.2 Goals of modelling | 第20页 |
| 2.4.3 Relevant researches about modelling | 第20-24页 |
| 2.5 RICH education | 第24-27页 |
| 2.5.1 A brief introduction of RICH education | 第24-26页 |
| 2.5.2 Defining modelling in RICH education | 第26-27页 |
| Chapter Three Methodology | 第27-33页 |
| 3.1 Research setting | 第27-28页 |
| 3.3 Participants | 第28页 |
| 3.4 Research methods | 第28-31页 |
| 3.4.1 Case study | 第28-29页 |
| 3.4.2 Narrative inquiry | 第29-31页 |
| 3.5 Data collection | 第31页 |
| 3.6 Data analysis | 第31-33页 |
| Chapter Four Results of Narrative Inquiry | 第33-48页 |
| Scenario 1 "Teach us what you have learned" | 第33-36页 |
| Scenario 2 "Developing curriculum resources---we do it naturally" | 第36-39页 |
| Scenario 3 "I believe you have developed the ability to assess other's work" | 第39-42页 |
| Scenario 4 "Interaction with students is important" | 第42-48页 |
| Chapter Five Analysis and Discussion | 第48-67页 |
| 5.1 Introduction | 第48页 |
| 5.2 The features of modelling in RICH education | 第48-56页 |
| 5.2.1 Learning embedded in experience | 第48-50页 |
| 5.2.2 Making pre-service teachers central to the learning process | 第50-52页 |
| 5.2.3 Enhancing learning about teaching through reflection | 第52-54页 |
| 5.2.4 Facilitating the translation to the pre-service teachers' own practices | 第54-56页 |
| 5.3 The impact of modelling on pre-service English teacher education | 第56-62页 |
| 5.3.1 Pre-service teachers as curriculum resources developers | 第56-57页 |
| 5.3.2 Pre-service teachers as communicators | 第57-59页 |
| 5.3.3 Pre-service teachers as evaluators | 第59-60页 |
| 5.3.4 Pre-service teachers as reflective learners | 第60-62页 |
| 5.4 Summary | 第62-63页 |
| 5.5 Some implications | 第63-67页 |
| Chapter Six Conclusion | 第67-69页 |
| References | 第69-75页 |
| Appendices | 第75-86页 |
| Appendix 1 Fangfang teaches subjunctive mood | 第75-77页 |
| Appendix 2 Data from a conversation with a student after presentation | 第77-78页 |
| Appendix 3 Students' comments on others' portfolios | 第78-82页 |
| Appendix 4 Conversation between Haifen and students after the presentation | 第82-85页 |
| Appendix 5 在读期间发表的论文 | 第85-86页 |
