| ACKNOWLEDGEMENTS | 第3-4页 |
| ABSTRACT | 第4-5页 |
| 摘要 | 第6-7页 |
| CONTENTS | 第7-9页 |
| Chapter One Introduction | 第9-12页 |
| 1.1 The origin of the study | 第9页 |
| 1.2 Aims and rationale for the study | 第9-10页 |
| 1.3 The structure of the thesis | 第10-12页 |
| Chapter Two Literature Review | 第12-26页 |
| 2.1 Curriculum approach | 第12-15页 |
| 2.1.1 Technical-scientific approach | 第13-14页 |
| 2.1.2 Nontechnical-nonscientific approach | 第14-15页 |
| 2.1.3 Hidden curriculum | 第15页 |
| 2.2 Curriculum consciousness | 第15-19页 |
| 2.2.1 Curriculum objective and design consciousness | 第17页 |
| 2.2.2 Curriculum participation and reconstruction consciousness | 第17页 |
| 2.2.3 Curriculum research and creation consciousness | 第17-18页 |
| 2.2.4 Curriculum implement and evaluation consciousness | 第18-19页 |
| 2.3 Teachers' curriculum roles | 第19-22页 |
| 2.3.1 Teacher as curriculum transmitters | 第19-20页 |
| 2.3.2 Teacher as curriculum-developers and curriculum-makers | 第20-21页 |
| 2.3.3 Teacher as Curriculum | 第21-22页 |
| 2.4 Understanding Curriculum and knowledge | 第22-26页 |
| 2.4.1 Knowledge-constitutive interest | 第23-24页 |
| 2.4.1.1 Technical interest | 第23-24页 |
| 2.4.1.2 Practical interest | 第24页 |
| 2.4.1.3 Emancipatory cognitive interest | 第24页 |
| 2.4.2 Teachers' practical knowledge | 第24-26页 |
| Chapter Three Methodology | 第26-34页 |
| 3.1 The setting | 第26-28页 |
| 3.2 Participants | 第28页 |
| 3.3 Research methods | 第28-32页 |
| 3.3.1 Case study | 第29-30页 |
| 3.3.2 Classroom observation | 第30-31页 |
| 3.3.3 An interview | 第31-32页 |
| 3.4 Data collection and selection | 第32-34页 |
| Chapter Four Analysis and Discussion | 第34-51页 |
| 4.1 Celester's Curriculum consciousness | 第35-47页 |
| 4.1.1 The adjustment of teaching material | 第35-41页 |
| 4.1.1.1 The Change of vocabulary | 第36-37页 |
| 4.1.1.2 The expurgation of teaching materials | 第37-38页 |
| 4.1.1.3. The adding of teaching materials | 第38-41页 |
| 4.1.2 Celester's curriculum roles | 第41-47页 |
| 4.1.2.1 Celester as a curriculum-transmitter | 第41-42页 |
| 4.1.2.2 Celester as a curriculum-developer | 第42-44页 |
| 4.1.2.3 Celester as a curriculum-maker | 第44-46页 |
| 4.1.2.4 Celester's personal knowledge as curriculum | 第46-47页 |
| 4.2 Celester's cultivation of curriculum consciousness in teaching process | 第47-51页 |
| 4.2.1 Setting up the correct currriculum approach | 第47-48页 |
| 4.2.2 Improving course practice self-examination | 第48页 |
| 4.2.3 Reforming education teaching | 第48-49页 |
| 4.2.4 Rebuilding school curriculum system | 第49-51页 |
| Chapter Five Implications | 第51-55页 |
| 5.1 To curriculum authorities | 第51页 |
| 5.2 To teachers | 第51-53页 |
| 5.3 To students | 第53-55页 |
| Chapter Six Conclusion | 第55-57页 |
| References | 第57-63页 |
| Appendix | 第63-84页 |
| Appendix Ⅰ:The original material of One Minute Can Change Your Life | 第63-64页 |
| Appendix Ⅱ The teaching plan of One Minute Can Change Your Life | 第64-68页 |
| Appendix Ⅲ:The classroom observation of One Minute Can Change Your Life | 第68-75页 |
| Appendix Ⅳ:An interview with Celester | 第75-77页 |
| Appendix Ⅴ:PPT of the lesson Earthquake | 第77-84页 |
| 攻读学位期间发表的学术论文 | 第84-86页 |
