| Acknowledgements | 第1-6页 |
| Abstract | 第6-9页 |
| 中文摘要 | 第9-14页 |
| List of Abbreviations | 第14-15页 |
| List of Tables | 第15-17页 |
| Introduction | 第17-25页 |
| 1 Background of the research | 第17-19页 |
| 2 Significance of the research | 第19-20页 |
| 3 Focus of the research | 第20-21页 |
| 4 Definition of terms | 第21-24页 |
| 5 Organization of the dissertation | 第24-25页 |
| Chapter One Review of Related Research | 第25-39页 |
| ·Introduction | 第25页 |
| ·Abroad research | 第25-28页 |
| ·Domestic research | 第28-37页 |
| ·Study of teaching objectives and requirements | 第30-31页 |
| ·Study of course design | 第31-32页 |
| ·Study of the new teaching model | 第32-33页 |
| ·Study of teachers’role and their information literacy | 第33-34页 |
| ·Study of students’autonomous learning ability | 第34页 |
| ·Study on the construction of teaching materials | 第34-35页 |
| ·Study of teaching assessment | 第35-36页 |
| ·Study of language learning environment construction | 第36-37页 |
| ·Study of ecological foreign language teaching | 第37页 |
| ·Summary | 第37-39页 |
| Chapter Two Literature Review of Relevant Theories | 第39-63页 |
| ·Introduction | 第39-40页 |
| ·Learning theories | 第40-47页 |
| ·Behavioral learning theories | 第40-43页 |
| ·Cognitive learning theories | 第43-44页 |
| ·Constructivist learning theories | 第44-46页 |
| ·Summary | 第46-47页 |
| ·Curriculum development models | 第47-59页 |
| ·The Objective Model | 第47-52页 |
| ·The Process Model | 第52-55页 |
| ·The Situation Model | 第55-58页 |
| ·Summary | 第58-59页 |
| ·Theory of ecological curriculum | 第59-63页 |
| ·Main concepts and principles of ecology | 第59-61页 |
| ·Curriculum development from the ecological perspectives | 第61-63页 |
| Chapter Three Research Design and Methodology | 第63-78页 |
| ·Introduction | 第63页 |
| ·Purpose and research questions | 第63-64页 |
| ·Research design | 第64-66页 |
| ·Data collection | 第66-78页 |
| ·Selection of universities and participants | 第66-68页 |
| ·Instrumentation | 第68-70页 |
| ·Framework of the questionnaire | 第70-74页 |
| ·Research procedures | 第74-76页 |
| ·Data analysis | 第76-77页 |
| ·Summary | 第77-78页 |
| Chapter Four Data Analysis | 第78-173页 |
| ·Introduction | 第78页 |
| ·National college English syllabuses | 第78-85页 |
| ·The 1962 Syllabus (trial draft) | 第78-79页 |
| ·The 1980 Syllabus (draft) | 第79-80页 |
| ·The 1985/1986 Syllabuses | 第80-81页 |
| ·The 1999 Syllabus | 第81-83页 |
| ·The 2004 Syllabus (trial) | 第83-84页 |
| ·Summary | 第84-85页 |
| ·Analysis of school-based curriculum design | 第85-133页 |
| ·Analysis of curriculum design of college English in Nanchang University | 第85-100页 |
| ·Analysis of curriculum design of college English in Jiangxi University of Finance and Economics | 第100-115页 |
| ·Analysis of curriculum design of college English in Gannan Normal University | 第115-125页 |
| ·Similarities and differences between the three curriculums | 第125-132页 |
| ·Summary | 第132-133页 |
| ·Analysis of questionnaire results | 第133-173页 |
| ·Analysis of basic information of all participants | 第134-135页 |
| ·Analysis of student questionnaire results of the three universities | 第135-152页 |
| ·Analysis of teacher questionnaire results of the three universities | 第152-172页 |
| ·Summary | 第172-173页 |
| Chapter Five Findings and Discussions | 第173-210页 |
| ·Introduction | 第173页 |
| ·Impact of information technology on college English teaching | 第173-194页 |
| ·Changes in teaching objectives | 第173-175页 |
| ·Changes in teaching content | 第175-178页 |
| ·Changes in teaching model | 第178-179页 |
| ·Changes in textbooks | 第179-180页 |
| ·Changes in teaching resources | 第180-181页 |
| ·Changes in teacher’s roles | 第181-184页 |
| ·Changes in student’s roles | 第184-186页 |
| ·Changes in the teaching methods | 第186-187页 |
| ·Changes in learning methods | 第187-189页 |
| ·Changes in teaching environment | 第189-190页 |
| ·Changes in teaching evaluation | 第190-194页 |
| ·Summary | 第194页 |
| ·Mismatches in college English teaching curriculums | 第194-210页 |
| ·Mismatch between perception and practice | 第194-196页 |
| ·Mismatch between the new teaching model and the teaching conditions | 第196-197页 |
| ·Mismatch between the new teaching model and students’autonomous learning | 第197-199页 |
| ·Mismatch between the new teaching model and teachers’online teaching ability | 第199-200页 |
| ·Mismatch between the new teaching model and school administration | 第200-202页 |
| ·Mismatch between the new teaching model and the existing evaluation system | 第202-204页 |
| ·Mismatch between technology and the application of technology | 第204-205页 |
| ·Mismatch between the new teaching model and the traditional teaching methods | 第205-206页 |
| ·Mismatch between teaching objectives and the teaching content | 第206-209页 |
| ·Summary | 第209-210页 |
| Chapter Six Implications | 第210-230页 |
| ·Introduction | 第210页 |
| ·Implication for developing a coherent curriculum | 第210-222页 |
| ·Emphasis on the compatibility of curriculum components | 第210-214页 |
| ·Emphasis on taking into consideration the constraining factors | 第214-219页 |
| ·Emphasis on the consistency in curriculum implementation | 第219-222页 |
| ·Implications for teacher professional development | 第222-229页 |
| ·Content of professional development | 第224-226页 |
| ·Forms and means for professional development | 第226-229页 |
| ·Summary | 第229-230页 |
| Conclusion | 第230-235页 |
| 1 Introduction | 第230页 |
| 2 Summary of findings | 第230-232页 |
| 3 Limitations | 第232-233页 |
| 4 Directions for future research | 第233-234页 |
| 5 Summary | 第234-235页 |
| References | 第235-256页 |
| Appendixes | 第256-273页 |
| Appendix Ⅰ | 第256-265页 |
| Appendix Ⅱ | 第265-272页 |
| Appendix Ⅲ | 第272-273页 |
