| Abstract | 第1-9页 |
| 内容摘要 | 第9-11页 |
| Chapter One Introduction | 第11-17页 |
| ·Features of Traditional ELT in China and Their Negative Effects | 第11-13页 |
| ·The Necessity of Switching to Student-Centred English Teaching | 第13-17页 |
| Chapter Two A Review of Student-Centred English Teaching | 第17-30页 |
| ·The Theoretical Bases for Student-Centred Instruction | 第17-22页 |
| ·Piaget's Theory of Cognitive Development | 第17-18页 |
| ·Vygotsky's Social Cognition Model | 第18-21页 |
| ·Adult Learning Theory | 第21-22页 |
| ·The Implication of Student-Centred Instruction | 第22-24页 |
| ·The Definition of Student-Centred Instruction | 第22-23页 |
| ·Essential Dimensions of Learner-Centred Instruction | 第23-24页 |
| ·The Pedagogical Meaning of Student-Centred Instruction in the Language Curriculum | 第24-30页 |
| ·Planning | 第24-25页 |
| ·Implementation | 第25-28页 |
| ·Evaluation | 第28-30页 |
| Chapter Three Major Obstacles in the Way of Promoting Student-Centred Language Teaching in the Chinese Context | 第30-36页 |
| ·TheSocial Context in China | 第30-33页 |
| ·Cultural Background | 第30-32页 |
| ·Linguistic Setting | 第32-33页 |
| ·The Negative Influence of Teacher-Centred Tradition | 第33-34页 |
| ·Unpreparedness of Both the Teacher and the Students | 第33页 |
| ·Lack of Materials | 第33-34页 |
| ·Large Class Size | 第34-36页 |
| Chapter Four On the Practicability of Student-Centredness | 第36-56页 |
| ·Action Research | 第36-37页 |
| ·Background to the Author's Action Research | 第37页 |
| ·About the Textbook 'New College English' | 第37-39页 |
| ·Reflection on the First-Round Implementation | 第39-41页 |
| ·The Revised Plan | 第41-42页 |
| ·Measures Taken in the Second-Round Implementation | 第42-51页 |
| ·Identifying Students' Attitudes and Needs | 第42-44页 |
| ·Training the Students before Starting the Course | 第44-46页 |
| ·Dealing with the Large Class | 第46-48页 |
| ·Balancing the Development of the Students' Linguistic Competence and Communicative Competence | 第48-49页 |
| ·Involving the Students in Assessment | 第49-51页 |
| ·Observation | 第51-52页 |
| ·Changes and Achievements in the Second-Round Implementation | 第52-54页 |
| ·Further Consideration | 第54-56页 |
| Chapter Five Conclusion | 第56-59页 |
| Bibliography | 第59-63页 |
| Appendix Ⅰ APA's Learner-Centered Psychological Principles:Guidelines for the Teaching of Educational Psychology in Teacher Education Programs | 第63-65页 |
| Appendix Ⅱ Sample Layouts of Two Textbooks | 第65-68页 |
| Appendix Ⅲ Questionnaire for Information about the Students | 第68-72页 |
