| Abstract | 第8-9页 |
| 摘要 | 第10-13页 |
| Chapter 1 Introduction | 第13-17页 |
| 1.1 Background of the study | 第13-15页 |
| 1.2 Aims and significance of the study | 第15-16页 |
| 1.3 Structure of the thesis | 第16-17页 |
| Chapter 2 Literature Review | 第17-28页 |
| 2.1 The basic theories for Learning Plan-guided Teaching | 第17-22页 |
| 2.1.1 Constructivism | 第17-19页 |
| 2.1.2 The theory of meaningful learning | 第19-20页 |
| 2.1.3 Zone of Proximal Development | 第20-22页 |
| 2.2 Review of the research on Learning Plan-guided Teaching | 第22-26页 |
| 2.2.1 Foreign research on Learning Plan-guided Teaching | 第22-24页 |
| 2.2.2 Domestic research on Learning Plan-guided Teaching | 第24-26页 |
| 2.3 Summary | 第26-28页 |
| Chapter 3 Methodology | 第28-40页 |
| 3.1 Research questions | 第28页 |
| 3.2 Subjects | 第28-29页 |
| 3.3 Research instruments | 第29-31页 |
| 3.3.1 Questionnaire | 第29-30页 |
| 3.3.2 Tests | 第30-31页 |
| 3.4 Research procedure | 第31-33页 |
| 3.5 A sample learning plan | 第33-36页 |
| 3.6 A sample teaching plan in Learning Plan-guided Teaching | 第36-40页 |
| Chapter 4 Results and Discussions | 第40-62页 |
| 4.1 Senior high school students’ metacognitive planning strategy improved with Learning Plan-guided Teaching | 第40-50页 |
| 4.2 Senior high school students’ metacognitive monitoring strategy use improved with Learning Plan-guided Teaching | 第50-57页 |
| 4.3 Senior high school students’ grammar use ability improved with Learning Plan-guided Teaching | 第57-62页 |
| Chapter 5 Conclusion | 第62-72页 |
| 5.1 Major findings of the research | 第62-68页 |
| 5.2 Implications and suggestions | 第68-71页 |
| 5.3 Limitations of the study and suggestion for future studies | 第71-72页 |
| Bibliography | 第72-75页 |
| Appendices | 第75-85页 |
| Appendix 1 英语语法学习元认知策略调查表 | 第75-76页 |
| Appendix 2 学生英语语法学习情况访谈提纲 | 第76-77页 |
| Appendix 3 高一年级入学语法测试 | 第77-81页 |
| Appendix 4 高一年级期中语法测试 | 第81-85页 |
| Acknowledgements | 第85页 |
