| Abstract (in English) | 第4页 |
| Abstract (in Chinese) | 第5-6页 |
| Acknowledgement | 第6-7页 |
| Table of contents | 第7-9页 |
| Chapter Ⅰ Introduction | 第9-14页 |
| 1.1 Background of the study | 第9-12页 |
| 1.1.1 Life-long education and reflective learning | 第9-10页 |
| 1.1.2 Reflective teacher education and reflective teaching | 第10-11页 |
| 1.1.3 Reflective teaching and reflective learning | 第11-12页 |
| 1.2 Research purpose and research questions | 第12页 |
| 1.2.1 Research purpose | 第12页 |
| 1.2.2 Research questions | 第12页 |
| 1.3 Significance of the study | 第12-14页 |
| Chapter Ⅱ Reflective Thinking and Reflective Learning | 第14-22页 |
| 2.1 Definition of reflective thinking and reflective learning | 第14-15页 |
| 2.1.1 Definition of reflective thinking | 第14-15页 |
| 2.1.2 Definition of reflective learning | 第15页 |
| 2.2 Research on reflective thinking and reflective learning | 第15-20页 |
| 2.3 Process of reflective learning | 第20-22页 |
| Chapter Ⅲ Theoretical Foundations of the Study | 第22-40页 |
| 3.1 Humanistic perspective | 第22-27页 |
| 3.1.1 Eric Erikson's view of humanism | 第22-23页 |
| 3.1.2 Abraham Maslow's theory of humanism | 第23-24页 |
| 3.1.3 Carl Rogers' theory of humanism | 第24-25页 |
| 3.1.4 Implications of the humanist approach | 第25-26页 |
| 3.1.5 Humanism in reflective thinking and reflective learning | 第26-27页 |
| 3.2 Constructivism perspective | 第27-32页 |
| 3.2.1 Piaget's theory of constructivism | 第28页 |
| 3.2.2 Jerome Bruner's theory of constructivism | 第28-29页 |
| 3.2.3 George Kelly's theory of constructivism | 第29-30页 |
| 3.2.4 Constructivist view of education | 第30-32页 |
| 3.3 Metacognition | 第32-40页 |
| 3.3.1 Definition of metacognition | 第33页 |
| 3.3.2 The origin of metacognition | 第33-35页 |
| 3.3.3 Metacognition knowledge | 第35-38页 |
| 3.3.4 Metalearning—another concept concerning metacognition | 第38-40页 |
| Chapter Ⅳ Communicative Language Teaching | 第40-50页 |
| 4.1 Appearance of CLT | 第40-46页 |
| 4.1.1 The historical background of CLT | 第40-41页 |
| 4.1.2 Theoretical bases of CLT | 第41-46页 |
| 4.2 CLT Approach—View of language and learning | 第46-47页 |
| 4.3 Some characteristic features of CLT | 第47-50页 |
| 4.3.1 Definition of CLT | 第47-48页 |
| 4.3.2 David Nunan's opinion | 第48页 |
| 4.3.3 Some other opinions | 第48-50页 |
| Chapter Ⅴ Cultivation of Reflective Learning Ability in CLT Classroom | 第50-61页 |
| 5.1 Principles of cultivating learners' reflective learning ability | 第50-51页 |
| 5.1.1 Participate as the principal part | 第50页 |
| 5.1.2 Create the context | 第50-51页 |
| 5.1.3 Feed back in time | 第51页 |
| 5.1.4 Advance gradually | 第51页 |
| 5.2 Major principles of CLT | 第51-54页 |
| 5.2.1 Communicative principle | 第51-52页 |
| 5.2.2 Meaning principle | 第52-53页 |
| 5.2.3 Learner-centered principle | 第53-54页 |
| 5.2.4 Task principle | 第54页 |
| 5.3 A model of reflective learning ability cultivation in CLT | 第54-61页 |
| Chapter Ⅵ Conclusion | 第61-62页 |
| Works Cited | 第62-66页 |
