| 摘要 | 第4-5页 |
| Abstract | 第5页 |
| Acknowledgements | 第6-12页 |
| Chapter 1 Introduction | 第12-16页 |
| 1.1 Context and the Research Problem | 第12-14页 |
| 1.2 The Structure of the Thesis | 第14-16页 |
| Chapter 2 Literature Review | 第16-49页 |
| 2.1 Experienced Teachers and Expert Teachers | 第16-29页 |
| 2.1.1 Novice Teachers to Experienced Teachers | 第16-26页 |
| 2.1.2 Expert Teachers | 第26-29页 |
| 2.2 Teacher Learning | 第29-43页 |
| 2.2.1 Teacher Learning through Other Learning Activities | 第29-38页 |
| 2.2.2 Teacher Learning through Research Lessons | 第38-43页 |
| 2.3 Teacher Beliefs and Practices | 第43-49页 |
| Chapter 3 Activity Theory and Related Research on Teacher Education | 第49-64页 |
| 3.1 Background and Important concepts of Activity Theory | 第49-52页 |
| 3.2 Development of Activity Theory | 第52-58页 |
| 3.2.1 Vygotsky's Model of Activity Theory | 第52-54页 |
| 3.2.2 Leont'ev's Model of Activity Theory | 第54-56页 |
| 3.2.3 Engestrom Expanded Model of Activity Theory | 第56-58页 |
| 3.3 Research on Teacher Education | 第58-62页 |
| 3.4 Research Questions | 第62-64页 |
| Chapter 4 Methods of Inquiry | 第64-82页 |
| 4.1 Research Context | 第64-68页 |
| 4.1.1 Outstanding Teacher Professional Development | 第64-65页 |
| 4.1.2 Research Lesson Groups | 第65-68页 |
| 4.2 Participants | 第68-71页 |
| 4.3 My Role as Assistant and Researcher | 第71-72页 |
| 4.4 Data Collection | 第72-76页 |
| 4.5 Data Analysis | 第76-80页 |
| 4.6 Summary | 第80-82页 |
| Chapter 5 The Case of Fang | 第82-120页 |
| 5.1 Learning Goals | 第82-84页 |
| 5.2 Processes of Interaction and Negotiation | 第84-104页 |
| 5.2.1 The First Cycle of Research Lesson | 第85-94页 |
| 5.2.2 The Second Cycle of Research Lesson | 第94-104页 |
| 5.3 Mediational Means | 第104-105页 |
| 5.4 Contradictions in Fang's Learning Activity System | 第105-118页 |
| 5.4.1 Fang's Learning Activity System | 第105-106页 |
| 5.4.2 Students Can be Trusted and Freed up | 第106-109页 |
| 5.4.3 Enriched Instructional Strategies and Practice | 第109-113页 |
| 5.4.4 Enhanced Research Ability and Awareness | 第113-118页 |
| 5.5 Learning Outcome | 第118-120页 |
| Chapter 6 The Case of Ying | 第120-146页 |
| 6.1 Learning Goals | 第120-121页 |
| 6.2 Processes of Interaction and Negotiation | 第121-131页 |
| 6.2.1 The First Cycle of Research Lesson | 第122-127页 |
| 6.2.2 The Second Cycle of Research Lesson | 第127-131页 |
| 6.3 Mediational Means | 第131-132页 |
| 6.4 Contradictions in Ying's Learning Activity System | 第132-144页 |
| 6.4.1 From "sage on the stage" towards "guide on the side" | 第132-137页 |
| 6.4.2 Enriched Instructional Strategies and Practice | 第137-140页 |
| 6.4.3 Enhanced Research Awareness but Unsatisfying Research Ability | 第140-144页 |
| 6.5 Learning Outcome | 第144-146页 |
| Chapter 7 The Case of Hua | 第146-178页 |
| 7.1 Learning Goal | 第146-147页 |
| 7.2 Processes of Interaction and Negotiation | 第147-164页 |
| 7.2.1 The First Cycle of Research Lesson | 第148-159页 |
| 7.2.2 The Second Cycle of Research Lesson | 第159-164页 |
| 7.3 Mediational Means | 第164-167页 |
| 7.4 Contradictions in Hua's Learning Activity System | 第167-176页 |
| 7.4.1 "Double liberation" for Teachers and Students | 第167-170页 |
| 7.4.2 Enriched Instructional Strategies and Practice | 第170-172页 |
| 7.4.3 Enhanced Research Ability and Awareness | 第172-176页 |
| 7.5 Learning Outcomes | 第176-178页 |
| Chapter 8 Discussion | 第178-202页 |
| 8.1 Learning through Conducting Two Research Lessons | 第178-185页 |
| 8.1.1 Activity System before Conducting the Two Research Lessons | 第180-182页 |
| 8.1.2 The Research Lesson Activity Systems | 第182-184页 |
| 8.1.3 Activity System after Conducting the Two Research Lessons | 第184-185页 |
| 8.2 Teacher Learning Outcome | 第185-190页 |
| 8.3 Agency Role in Lesson Study | 第190-192页 |
| 8.4 Institutional Support in Lesson Study | 第192-200页 |
| 8.5 Some Concerns in Lesson Study in China | 第200-202页 |
| Chapter 9 Conclusion and Implication | 第202-205页 |
| 9.1 Summary of the Findings | 第202-203页 |
| 9.2 Contribution and Implication for Future Research | 第203-205页 |
| References | 第205-215页 |
| Appendix | 第215-227页 |
