| 中文摘要 | 第3-5页 |
| Abstract | 第5-6页 |
| Abbreviations | 第11-12页 |
| Chapter1 Introduction | 第12-16页 |
| 1.1 Research Background | 第12-14页 |
| 1.2 Significance of the Present Study | 第14-15页 |
| 1.3 Layout of the Thesis | 第15-16页 |
| Chapter2 Literature Review | 第16-32页 |
| 2.1 Related Terms and Requirements | 第16-22页 |
| 2.1.1 The Process Writing Approach | 第16-19页 |
| 2.1.2 Writing Requirements in the English Curriculum Standards | 第19-21页 |
| 2.1.3 Writing Requirements in College Entrance Examination | 第21-22页 |
| 2.2 Relevant Theories of This Study | 第22-25页 |
| 2.2.1 Social Constructivism Theory | 第22-23页 |
| 2.2.2 Humanistic Learning Theory | 第23页 |
| 2.2.3 Language Acquisition Theory | 第23-25页 |
| 2.3 Study of the Process Writing Approach at Home and Abroad | 第25-32页 |
| 2.3.1 Study of the Process Writing Approach at Home | 第25-28页 |
| 2.3.2 Study of the Process Writing Approach Abroad | 第28-31页 |
| 2.3.3 Summary | 第31-32页 |
| Chapter3 Research Design | 第32-40页 |
| 3.1 Research Questions | 第32页 |
| 3.2 Research Subjects | 第32-33页 |
| 3.3 Research Instruments | 第33-35页 |
| 3.3.1 Questionnaires | 第33-34页 |
| 3.3.2 Interviews | 第34页 |
| 3.3.3 Classroom Observations | 第34-35页 |
| 3.3.4 Written Tests | 第35页 |
| 3.4 Research Procedures | 第35-39页 |
| 3.4.1 The Product-oriented Instruction | 第36页 |
| 3.4.2 The Process-oriented Instruction | 第36-39页 |
| 3.5 Data Collection | 第39-40页 |
| Chapter4 Data Analysis | 第40-57页 |
| 4.1 The Analysis on the Questionnaires | 第40-49页 |
| 4.1.1 Analysis on Pre-questionnaire | 第40页 |
| 4.1.2 Comparison Between Pre-questionnaire and Post-questionnaire | 第40-48页 |
| 4.1.3 Analysis on Scores of Tests | 第48-49页 |
| 4.2 The Analysis on Interviews and Classroom Observations | 第49-55页 |
| 4.2.1 The Analysis on Interviews | 第49-51页 |
| 4.2.2 The Analysis on Classroom Observations | 第51-55页 |
| 4.3 Discussion | 第55-57页 |
| Chapter5 Conclusion | 第57-63页 |
| 5.1 Major Findings | 第57-59页 |
| 5.2 Implications for the Study | 第59-61页 |
| 5.2.1 Making Teaching Plans and Designs Based on the English Curriculum | 第59页 |
| 5.2.2 Promoting Teachers’Self-development in Professional Quality | 第59-60页 |
| 5.2.3 Keeping an Eye on Students’Learning Needs and Attitude | 第60-61页 |
| 5.2.4 Attaching Importance to Formative Assessment | 第61页 |
| 5.3 Limitations | 第61-62页 |
| 5.4 Suggestions for Further Research | 第62-63页 |
| Appendix1 Framework of High School English Curriculum | 第63-64页 |
| Appendix2 Writing Requirements and Objectives in the English Curriculum | 第64-65页 |
| Appendix3 Questionnaire About Writing | 第65-66页 |
| Appendix4 English Writing in NMET of Guangxi | 第66-67页 |
| Appendix5 Teaching Cases | 第67-73页 |
| Appendix6 Marking Criterion of Writing in NMET | 第73-75页 |
| Appendix7 Scales of Classroom Observation | 第75-76页 |
| Appendix8 Raw Scores of Writing Part | 第76-78页 |
| References | 第78-82页 |
| Publications During the Postgraduate Program | 第82-83页 |
| Acknowledgement | 第83-84页 |
