| Abstract | 第3-4页 |
| 摘要 | 第5-8页 |
| Chapter One Introduction | 第8-14页 |
| 1.1 Research Background | 第8-10页 |
| 1.2 Reasons for the Topic | 第10-11页 |
| 1.2.1 Enlightenment from the "Learning Society" Theory | 第10页 |
| 1.2.2 Practical Requirement for English Teachers' Professional Development | 第10-11页 |
| 1.3 Research Issue | 第11-12页 |
| 1.4 Research Significance | 第12-13页 |
| 1.5 Structure of the Article | 第13-14页 |
| Chapter Two Literature Review | 第14-27页 |
| 2.1 Related definitions | 第14-17页 |
| 2.1.1 Community | 第14-15页 |
| 2.1.2 Teachers’ Professional Learning Community | 第15-16页 |
| 2.1.3 English Teachers’ Professional Development | 第16-17页 |
| 2.2 Literature Review at Home and Abroad | 第17-27页 |
| 2.2.1 Research on Teachers’ Professional Learning Community | 第17-23页 |
| 2.2.2 Research on English Teachers' Professional Development | 第23-25页 |
| 2.2.3 Comment on the Domestic Research | 第25-27页 |
| Chapter Three Methodology | 第27-33页 |
| 3.1 Research Purpose | 第27页 |
| 3.2 Research Method | 第27-28页 |
| 3.3 Data Collection | 第28-29页 |
| 3.4 Data Analysis | 第29页 |
| 3.5 Sample | 第29-31页 |
| 3.6 Research Instrument | 第31-33页 |
| Chapter Four Status Quo and Problems of English Teachers’ ProfessionalLearning Community | 第33-63页 |
| 4.1 Overall Descriptive Statistics of Questionnaire Results | 第33-47页 |
| 4.1.1 Basic Information | 第33-37页 |
| 4.1.2 Teaching and Research Activity Status Quo | 第37-38页 |
| 4.1.3 Cognition | 第38-42页 |
| 4.1.4 Expectations for the Group Leader | 第42-44页 |
| 4.1.5 Difficulties | 第44页 |
| 4.1.6 Environment Support | 第44-46页 |
| 4.1.7 Suggestions | 第46-47页 |
| 4.2 Correlation Analysis of Questionnaire Results | 第47-48页 |
| 4.3 Variance Analysis of Questionnaire Results | 第48-58页 |
| 4.3.1 Variance Analysis in School Nature | 第49-51页 |
| 4.3.2 Variance Analysis in Gender | 第51-53页 |
| 4.3.3 Variance Analysis of the Profession Title and Teaching Age | 第53-55页 |
| 4.3.4 Variance Analysis in Education Background | 第55-58页 |
| 4.4 Results of Interview | 第58-60页 |
| 4.5 Survey Summary | 第60-63页 |
| Chapter Five Constructive Strategies | 第63-75页 |
| 5.1 Constructive Strategies from the Aspect of Consciousness | 第63-64页 |
| 5.1.1 Improving Team Spirit and Cooperation Conscious | 第63页 |
| 5.1.2 Enhancing Teachers' Professional Identity | 第63-64页 |
| 5.1.3 Strengthening Self Development Consciousness | 第64页 |
| 5.2 Constructive Strategies from the Aspect of Environment | 第64-69页 |
| 5.2.1 Fostering Supportive Conditions | 第64-67页 |
| 5.2.2 Providing Shared and Supportive Guidance | 第67-69页 |
| 5.3 Constructive Strategies from the Aspect of Atmosphere | 第69-70页 |
| 5.3.1 Modeling Cooperation Culture | 第69页 |
| 5.3.2 Creating Lifelong Learning Atmosphere | 第69-70页 |
| 5.4 Constructive Strategies from the Aspect of Learning Activities | 第70-73页 |
| 5.4.1 Enlarging the Scope of Learning Activities within the Community | 第70-71页 |
| 5.4.2 Strengthening Independent Development | 第71-73页 |
| 5.5 Constructive Strategies from the Aspect of Operative Mechanism | 第73-75页 |
| 5.5.1 Establishing a Learning Mechanism | 第73页 |
| 5.5.2 Building Platforms | 第73页 |
| 5.5.3 Organizing Various Learning Activities | 第73-75页 |
| Chapter Six Conclusion | 第75-78页 |
| 6.1 Epilogue | 第75-76页 |
| 6.2 Limitations | 第76-77页 |
| 6.3 Research Prospects | 第77-78页 |
| Appendix Ⅰ | 第78-81页 |
| Appendix Ⅱ | 第81-82页 |
| Refferences | 第82-86页 |
| Acknowledgements | 第86页 |
