| Abstract in English | 第1-7页 |
| Abstract in Chinese | 第7-8页 |
| Chapter One Introduction | 第8-11页 |
| Chapter Two Theoretical Framework | 第11-36页 |
| ·Overview of educational psychology | 第11-12页 |
| ·The positivist school | 第12-16页 |
| ·Behaviorism | 第13-14页 |
| ·B. F. Skinner | 第14-16页 |
| ·Cognitive psychology | 第16-26页 |
| ·Constructivism defined | 第17-19页 |
| ·Faces of constructivism | 第19-24页 |
| ·Personal constructivism | 第20-21页 |
| ·Social constructivism | 第21-22页 |
| ·Radical constructivism | 第22-24页 |
| ·A constructivist view of education and teaching | 第24-26页 |
| ·Humanism | 第26-30页 |
| ·Humanistic approaches | 第26-27页 |
| ·Erik Erikson | 第27-28页 |
| ·Implications of the humanist approach | 第28-29页 |
| ·Humanism in ELT | 第29-30页 |
| ·Social interactionism | 第30-36页 |
| ·Lev Vygotsky | 第31-34页 |
| ·Reuven Feurstein | 第34-36页 |
| Chapter Three Social Constructivist Model | 第36-41页 |
| ·The contents of social constructivist model | 第36-38页 |
| ·The enlightenment of the model on language teacher | 第38-41页 |
| Chapter Four Four Stages of the Changing Role of Language Teacher | 第41-86页 |
| ·The expectations on the teacher's role | 第42-49页 |
| ·Historical perspective of the teacher's role | 第42-45页 |
| ·New meanings of language teacher's teaching behavior | 第45-49页 |
| ·Teaching patterns: from pouring to guiding | 第45-46页 |
| ·Working patterns: from isolation to collaboration | 第46-48页 |
| ·Teacher-student relationship: from control to dialogue | 第48-49页 |
| ·The conceptions on the teacher's role | 第49-53页 |
| ·From instructor of knowledge to facilitator of study | 第50-51页 |
| ·From teacher to teacher-student | 第51-52页 |
| ·From disseminator of information to mediator | 第52-53页 |
| ·The acceptance of the changing role | 第53-61页 |
| ·Adjusting the teacher's attitude—building his beliefs | 第54-59页 |
| ·Teacher's negative attitudes towards reform | 第54-55页 |
| ·Building the teacher's beliefs about learners and himself | 第55-59页 |
| ·Providing corresponding conditions | 第59-61页 |
| ·The application of the changing role | 第61-86页 |
| ·Several teaching methods guided by constructivism | 第61-65页 |
| ·Scaffolding instruction | 第62-63页 |
| ·Anchored instruction | 第63-64页 |
| ·Random access instruction | 第64-65页 |
| ·A lesson design that uses social constructivist ideas | 第65-71页 |
| ·To be a reflective practitioner | 第71-86页 |
| Chapter Five Conclusion | 第86-88页 |
| Acknowledgements | 第88-89页 |
| Reference | 第89-92页 |
