| Acknowledgements | 第1-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7-15页 |
| Chapter One Introduction | 第15-29页 |
| ·Origin of the Study | 第15-18页 |
| ·Research Background | 第18-23页 |
| ·International English Curriculum Innovation | 第18页 |
| ·National English Curriculum Innovation | 第18-21页 |
| ·Local English Curriculum Innovation in Handan | 第21-23页 |
| ·Research Aims and Questions | 第23-24页 |
| ·Research Methodology | 第24页 |
| ·Significance of the Study | 第24-25页 |
| ·Definitions of Terms in the Study | 第25-26页 |
| ·Teachers’ Beliefs | 第25-26页 |
| ·Learner-centered Instruction | 第26页 |
| ·Overview of the Study | 第26-29页 |
| Chapter Two Literature Review | 第29-58页 |
| ·Curriculum Innovation | 第29-32页 |
| ·Teachers’ Beliefs | 第32-42页 |
| ·Definitions of Teachers’ Beliefs | 第32-35页 |
| ·Teachers’ Beliefs and Their Practices | 第35-36页 |
| ·Teachers’ Beliefs and Teacher Education Programs | 第36-37页 |
| ·Studies on Teachers’ Beliefs in China | 第37-42页 |
| ·Learner-centeredness Instruction | 第42-56页 |
| ·The Background of Learner-centeredness | 第43-47页 |
| ·Learner-centeredness in Language Education | 第47-54页 |
| ·Studies on Learner-centeredness in China | 第54-56页 |
| ·Summary | 第56-58页 |
| Chapter Three Research Methodology | 第58-75页 |
| ·A Rationale for Adopting Qualitative Research | 第58-59页 |
| ·Selection of Informants | 第59-62页 |
| ·Data Collection | 第62-71页 |
| ·Observations | 第63-67页 |
| ·Interviews | 第67-70页 |
| ·Documents Study | 第70-71页 |
| ·Data Analysis | 第71-72页 |
| ·Validity and Reliability | 第72-73页 |
| ·Ethical Concerns | 第73-74页 |
| ·Summary | 第74-75页 |
| Chapter Four Rainy’s Beliefs and Her Teaching Practice | 第75-99页 |
| ·Rainy’s Biographical Profile | 第75-77页 |
| ·Rainy’s General Beliefs | 第77-79页 |
| ·Rainy’s Beliefs about Learner-centered Instruction | 第79-80页 |
| ·Rainy’s Practice | 第80-88页 |
| ·Rainy’s Reported Practice | 第80-81页 |
| ·Activities in the Lessons Observed | 第81-85页 |
| ·Teacher’s Roles and Students’ Roles in the First Lesson Observed | 第85-86页 |
| ·Teacher’s Roles and Students’ Roles in the Second Lesson Observed | 第86-87页 |
| ·Rainy’s Learner-centered Instruction | 第87-88页 |
| ·Discussion | 第88-97页 |
| ·Rainy’s Beliefs Interacting in Her Instruction | 第88-90页 |
| ·Factors Influencing Her Beliefs and Her Learner-centered Instruction | 第90-97页 |
| ·Summary | 第97-99页 |
| Chapter Five David’s Beliefs and His Teaching Practice | 第99-117页 |
| ·David’s Biographical Profile | 第99-101页 |
| ·David’s General Beliefs | 第101-102页 |
| ·David’s Beliefs about Learner-centered Instruction | 第102-103页 |
| ·David’s Practice | 第103-109页 |
| ·David’ Reported Practice | 第103-104页 |
| ·Activities in the Lessons Observed | 第104-107页 |
| ·Teacher’s Roles in the Lessons Observed | 第107-108页 |
| ·Students’ Roles in the Lessons Observed | 第108页 |
| ·David’s Learner-centered Instruction | 第108-109页 |
| ·Discussion | 第109-115页 |
| ·David’s Beliefs Interacting in His Instruction | 第110-112页 |
| ·Factors Influencing His Beliefs and His Learner-centered Instruction | 第112-115页 |
| ·Summary | 第115-117页 |
| Chapter Six Julia’s Beliefs and Her Teaching Practice | 第117-137页 |
| ·Julia’s Biographical Profile | 第117-119页 |
| ·Julia’s General Beliefs | 第119-120页 |
| ·Julia’s Beliefs about Learner-centered Instruction | 第120页 |
| ·Julia’s Practice | 第120-129页 |
| ·Julia’s Reported Practice | 第121-123页 |
| ·Activities in the Lessons Observed | 第123-127页 |
| ·Teacher’s Roles in the Lessons Observed | 第127-128页 |
| ·Students’ Roles in the Lessons Observed | 第128页 |
| ·Julia’s Learner-centered Instruction | 第128-129页 |
| ·Discussion | 第129-136页 |
| ·Julia’s Beliefs Interacting in Her Instruction | 第130页 |
| ·Factors Influencing Her Beliefs and Her Learner-centered Instruction | 第130-136页 |
| ·Summary | 第136-137页 |
| Chapter Seven The Interplay of Complex Factors | 第137-151页 |
| ·General Impressions | 第137-142页 |
| ·External Factors | 第142-148页 |
| ·Curriculum Innovation | 第143-145页 |
| ·Examination-orientated System | 第145-147页 |
| ·Other Factors | 第147-148页 |
| ·Internal Factors | 第148-150页 |
| ·Learning Experience | 第148-149页 |
| ·Teaching Experience | 第149-150页 |
| ·Summary | 第150-151页 |
| Chapter Eight Conclusions and Implications | 第151-157页 |
| ·Conclusions | 第151-152页 |
| ·Implications | 第152-155页 |
| ·Implications for Teachers themselves | 第152页 |
| ·Implications for Educational Reform | 第152-153页 |
| ·Implications for Teacher Education or Teacher Development | 第153-155页 |
| ·Limitations and Future Research | 第155-157页 |
| References | 第157-165页 |
| Appendix I The First Stage of Focused Group Interview Schedule | 第165-166页 |
| Appendix II The Second Stage of Focused Group Interview Schedule | 第166-167页 |
| Appendix III Pre-observation Interview Protocol | 第167-168页 |
| Appendix IV Classroom Observation Guideline | 第168-169页 |
| Appendix V Post-observation Interview Schedule | 第169-170页 |
| Appendix VI Focused Group Interview Questions for Students | 第170-171页 |
| Appendix VII Lesson Narrative Transcription (1 example) | 第171-177页 |
