| 摘要 | 第4-6页 |
| Abstract | 第6-7页 |
| Introduction | 第11-13页 |
| Chapter One A Brief Introduction of Asynchronous Teaching and Autonomous Learning | 第13-24页 |
| 1.1 The Definitions of Autonomous English Learning and Asynchronous English Teaching | 第13-15页 |
| 1.1.1 The Definition ofAutonomous English Learning | 第13-14页 |
| 1.1.2 The Definition ofAsynchronous English Teaching | 第14页 |
| 1.1.3 The Relationship and the Influence between Asynchronous Teaching and Autonomous Learning | 第14-15页 |
| 1.2 The Shortcomings of Traditional Synchronous English Writing Teaching | 第15-17页 |
| 1.3 The Feasible Asynchronous Teaching's Relevant Theoretical Support at High School | 第17-20页 |
| 1.3.1 Analysis of good Students’Learning Experience | 第17页 |
| 1.3.2 Optimization Teaching Theory | 第17-18页 |
| 1.3.3 The Motivation of Learning | 第18页 |
| 1.3.4 English Language Proficiency of Senior High School Students | 第18-19页 |
| 1.3.5 Using Input Theory to Improve the Students’Writing Ability | 第19-20页 |
| 1.4 The Reasons ofAsynchronous Teaching's Creation and Its Basic Steps | 第20-24页 |
| Chapter Two The Necessity of Improving Students’ Autonomous Writing Ability by Asynchronous Teaching | 第24-27页 |
| 2.1 The Senior High School Students’ Current Writing Situation | 第25页 |
| 2.2 The Requirement of New Curriculum Standard | 第25-26页 |
| 2.3 Positive effect ofAsynchronous English Teaching | 第26-27页 |
| Chapter Three The Experiment ofAsynchronous English Teaching and Result’s Analysis | 第27-42页 |
| 3.1 The Purpose, Objects and Period of This Research | 第27页 |
| 3.2 Measurement Method | 第27-29页 |
| 3.2.1 Questionnaire survey | 第27-28页 |
| 3.2.2 Random sampling interview | 第28页 |
| 3.2.3 Scores comparison | 第28-29页 |
| 3.3 The Process of Experiment | 第29-35页 |
| 3.3.1 Pre-test | 第29页 |
| 3.3.1.1 The Equal Classes through Testing Students’ Original Language Level | 第29页 |
| 3.3.1.2 The Groups of Experimental Class and Students’Situations | 第29页 |
| 3.3.1.3 Warming -up Activities---students’ability of learning new words | 第29页 |
| 3.3.2 Apply the Teaching models to Writing Process | 第29-33页 |
| 3.3.3 Two Types of Monitor duringAutonomous Learning Process | 第33-35页 |
| 3.3.3.1 Self-monitor | 第33-34页 |
| 3.3.3.2 Teacher’s monitor | 第34-35页 |
| 3.3.4 Post- test | 第35页 |
| 3.4 The Result and Class Evaluation | 第35-41页 |
| 3.4.1 The Experimental Results’Analysis | 第35-38页 |
| 3.4.2 Positive and Effective Classroom Evaluation | 第38-41页 |
| 3.4.2.1 Observing the Class | 第39-40页 |
| 3.4.2.2 The Standard of Evaluation | 第40-41页 |
| 3.5 TheAdvantages and Disadvantages between These Two Teaching Approaches | 第41-42页 |
| Chapter Four Advice for Application of Asynchronous Teaching in Senior High School Teaching | 第42-48页 |
| 4.1 The Solutions to Usual Problems Appearing in Teaching | 第42-44页 |
| 4.2 TheAffective Factors in Asynchronous Teaching | 第44-47页 |
| 4.2.1 Physical and Physiological Problems | 第44-45页 |
| 4.2.2 Teachers’Instructional Behaviors | 第45页 |
| 4.2.3 Class Environment | 第45-46页 |
| 4.2.3.1 Insecurity Caused by Large Amount Students | 第45-46页 |
| 4.2.3.2 The Insecurity Caused by the Top Students | 第46页 |
| 4.2.3.3 The Insecurity Caused by the Strangeness | 第46页 |
| 4.2.4 Negative Evaluation | 第46-47页 |
| 4.3 The Limitations of the Research | 第47-48页 |
| Conclusion | 第48-49页 |
| Bibliography | 第49-52页 |
| Acknowledgement | 第52-53页 |
| Appendix | 第53-61页 |
