| Acknowledgements | 第3-4页 |
| 摘要 | 第4-5页 |
| Abstract | 第5-6页 |
| Introduction | 第9-12页 |
| Chapter 1: Postmodernism: the Cultural and Philosophical Base of PostmodernPerspectives on Curriculum | 第12-21页 |
| 1.1 Origin and Development of Postmodernism | 第12-15页 |
| 1.2 Common Key Features of Postmodernism | 第15-17页 |
| 1.3 Elementary Viewpoints of Constructive Postmodern Philosophy | 第17-21页 |
| Chapter 2: Doll's Postmodern Perspective on Curriculum | 第21-30页 |
| 2.1 Fusion of Much Rational Thinking | 第22-24页 |
| 2.2 New 4R Criteria for a Postmodern Curriculum | 第24-27页 |
| 2.3 Similarities between Doll's Postmodern Perspective on Curriculum and the OtherPostmodern Perspectives on Curriculum | 第27-30页 |
| Chapter 3: Applications of Doll's Postmodern Perspective on Curriculum in Englishand American Literature Teaching | 第30-62页 |
| 3.1 Dynamic and Generative Instruction | 第31-39页 |
| 3.1.1 Traditional and Modernist Mode: Static, Predefined and Mechanical | 第31-32页 |
| 3.1.2 Doll's Postmodern Perspective on Curriculum: Dynamic, Generative and Situational | 第32-35页 |
| 3.1.3 Practising Dynamic, Generative and Situational Teaching in English and American Literature | 第35-39页 |
| 3.2 Dialogic Relationship between Students and Texts | 第39-49页 |
| 3.2.1 Traditional and Modernist Mode: Lacking Dialogue between Students and Texts | 第39-40页 |
| 3.2.2 Doll's Postmodern Perspective on Curriculum: the Process of Learning is a Process in Which Students Dialogize with Texts | 第40-42页 |
| 3.2.3 Building up the Dialogic Relationship between Students and Texts through English and American Literature Instruction | 第42-49页 |
| 3.3 Spirit of Reflecting, Questioning, and Criticizing | 第49-56页 |
| 3.3.1 Traditional and Modernist Mode: Lacking Reflection | 第49-52页 |
| 3.3.2 Doll's Postmodern Perspective on Curriculum: Reflection is Necessary for Learning and Understanding | 第52-53页 |
| 3.3.3 Cultivating the Spirit of Reflecting, Questioning, and Criticizing through English and American Literature Instruction | 第53-56页 |
| 3.4 Evaluation of Instruction | 第56-62页 |
| 3.4.1 Traditional and Modernist Mode: Separating Students into Different Grades | 第56-57页 |
| 3.4.2 Doll's Postmodern Perspective on Curriculum: Evaluation Aims to PromoteLearning and Inspire Students | 第57-58页 |
| 3.4.3 Evaluating English and American Literature Instruction in an Open-ended andPlural Way | 第58-62页 |
| Conclusion | 第62-64页 |
| Bibliography | 第64-69页 |
| Appendix 1 | 第69-71页 |
| Appendix 2 | 第71页 |
