| Abstract | 第1-10页 |
| 中文摘要 | 第10-11页 |
| Introduction | 第11-13页 |
| Chapter One Literature Review | 第13-22页 |
| ·Definition of the Problem-Oriented Teaching Model | 第13-14页 |
| ·Previous studies on the Problem-Oriented Teaching Model abroad | 第14-17页 |
| ·John Dewey’s Reflective Thinking Model | 第14-15页 |
| ·R. M. Thomas’Problem Inquiry Model | 第15页 |
| ·D. P. Ausubel and F. G. Robinson’s Problem-Solving Model | 第15页 |
| ·M. N. Maxmytob’s Problem-Oriented Teaching Theory | 第15-16页 |
| ·S. J. Parness’Problem-Creating Model | 第16页 |
| ·John S. Brubacher’s Problematic Curriculum Model | 第16-17页 |
| ·Previous studies on Problem-Oriented Teaching Model in China | 第17-18页 |
| ·An overview of teaching methods for English teaching in senior schools | 第18-21页 |
| ·The Grammar-Translation Method | 第18-19页 |
| ·The Situational Approach | 第19页 |
| ·The Communicative Approach | 第19-20页 |
| ·Task-Based Language Teaching | 第20-21页 |
| ·Necessity of applying the Problem–Oriented Teaching Model | 第21-22页 |
| Chapter Two Theoretical Foundation | 第22-32页 |
| ·Situated cognition and leaning theory | 第22-25页 |
| ·Definition | 第22-23页 |
| ·Importance of situated cognition and learning | 第23-24页 |
| ·Connection with the Problem-Oriented Teaching Model | 第24-25页 |
| ·Inquiry learning theory | 第25-27页 |
| ·Definition | 第25-26页 |
| ·Importance of Inquiry | 第26页 |
| ·Connection with the Problem-Oriented Teaching Model | 第26-27页 |
| ·Constructivist learning theory | 第27-30页 |
| ·Definition | 第27-28页 |
| ·Importance of Constructivist learning | 第28-30页 |
| ·Connection with the Problem-Oriented Teaching Model | 第30页 |
| ·General features of the Problem-Oriented Teaching Model | 第30-32页 |
| ·Turning teaching objectives into problems | 第30-31页 |
| ·Prerequisite problem-solving | 第31页 |
| ·Inquiry driven and guided by problems | 第31页 |
| ·Problem chains | 第31-32页 |
| Chapter Three Research Design | 第32-44页 |
| ·The purpose of the research | 第32页 |
| ·The subjects of the research | 第32-33页 |
| ·Materials of the experiment | 第33页 |
| ·The schedule of the research | 第33页 |
| ·Methodology of the research | 第33-35页 |
| ·Interview method | 第33页 |
| ·Questionnaire method | 第33-34页 |
| ·Test method | 第34页 |
| ·Experimental method | 第34-35页 |
| ·The procedure of the experiment | 第35-42页 |
| ·Setting problem situations | 第36-38页 |
| ·Problem-raising | 第38-39页 |
| ·Problem- analyzing | 第39页 |
| ·Carrying out inquiry | 第39-41页 |
| ·Problem-solving | 第41页 |
| ·Meaning construction | 第41-42页 |
| ·Teaching cases | 第42-44页 |
| Chapter four Results and Analysis | 第44-52页 |
| ·The result and analysis of the questionnaire on the students’situation in English learning | 第44-47页 |
| ·The result and analysis of the interview for senior English teachers | 第47-48页 |
| ·The result and analysis of the students’attitude to the Problem-Oriented Teaching Model | 第48-49页 |
| ·The result and analysis of the tests | 第49-51页 |
| ·Major findings | 第51-52页 |
| Chapter Five Implications and suggestions | 第52-60页 |
| ·The impact of the Problem-Oriented Teaching Model on learners | 第52页 |
| ·The shifting of the teacher’s role | 第52-53页 |
| ·Operating strategies of Problem-Oriented Teaching Model | 第53-56页 |
| ·The process of foreseeing problems and solving | 第53-54页 |
| ·Encouraging students to raise problems | 第54页 |
| ·Promoting learning through the inspirational problems | 第54-55页 |
| ·Leaving enough time for students | 第55页 |
| ·Strengthening students’desire to learn through solving the problem | 第55-56页 |
| ·Significance of the Problem-Oriented Teaching Model in the new English curriculum | 第56-57页 |
| ·Suggestions | 第57-60页 |
| Conclusion | 第60-62页 |
| Bibliography | 第62-67页 |
| Appendix I | 第67-68页 |
| Appendix II | 第68-69页 |
| Appendix III | 第69-70页 |
| Appendix IV | 第70-72页 |
| Publication | 第72-73页 |
| Acknowledgements | 第73页 |
