| 摘要 | 第1-8页 |
| Abstract | 第8-17页 |
| Chapter 1 Introduction | 第17-20页 |
| ·Research Background | 第17-18页 |
| ·Research Objectives and Significance | 第18-19页 |
| ·Thesis Structure | 第19-20页 |
| Chapter 2 Literature Review | 第20-51页 |
| ·Studies on PowerPoint in Education | 第20-23页 |
| ·The Popularity of PowerPoint in Education | 第20-21页 |
| ·Issues with the PowerPoint in Education | 第21-23页 |
| ·Studies about PPT-assisted Teaching at Home and Abroad | 第23-32页 |
| ·Studies about PPT-assisted Teaching at Home | 第23-30页 |
| ·Studies about PPT-assisted Teaching Abroad | 第30-32页 |
| ·Theoretical Basis | 第32-51页 |
| ·Constructivism Learning Theory | 第33-42页 |
| ·An Introduction to Constructivism | 第33-35页 |
| ·Basic Principles of Constructivism Learning | 第35-37页 |
| ·Constructivism in Language Teaching | 第37-40页 |
| ·Constructivism in Multimedia-Assisted Instruction | 第40-42页 |
| ·Humanism Teaching Theory | 第42-48页 |
| ·Humanism Philosophy | 第42-44页 |
| ·Humanism Psychology | 第44-45页 |
| ·Humanistic Education | 第45-48页 |
| ·Multiple Intelligences Theory | 第48-51页 |
| ·Categories of Multiple Intelligences Theory | 第49页 |
| ·Key Points of Multiple Intelligences Theory in Practice | 第49-51页 |
| Chapter 3 Research Design and Methodology | 第51-65页 |
| ·Research Questions | 第51-52页 |
| ·Research Instruments | 第52-65页 |
| ·Questionnaire Survey | 第52-60页 |
| ·Questionnaire for Students | 第53-57页 |
| ·The Research Subjects | 第53-54页 |
| ·The Outline of the Questionnaire | 第54-56页 |
| ·Data Collection and Analysis | 第56-57页 |
| ·Questionnaire for Teachers | 第57-60页 |
| ·The Research Subjects | 第57-58页 |
| ·The Outline of the Questionnaire | 第58-59页 |
| ·Data Collection and Analysis | 第59-60页 |
| ·Classroom Observation | 第60-61页 |
| ·The Classroom Observation System | 第61页 |
| ·Data Collection and Analysis | 第61页 |
| ·Interview | 第61-65页 |
| ·The Outline of the Interview | 第62页 |
| ·Data Collection and Analysis | 第62-65页 |
| Chapter 4 Data Analysis and Discussion | 第65-119页 |
| ·Data Analysis of the Questionnaire Survey | 第65-105页 |
| ·The Reliability of the Questionnaires | 第65-70页 |
| ·The Personal Data of the Questionnaire Subjects | 第70-72页 |
| ·Teachers’Skills of the Design and Production of PPT before Class | 第72-80页 |
| ·Application and Presentation of the PPT in Class | 第80-87页 |
| ·Evaluation of the Effectiveness of PPT after Class | 第87-94页 |
| ·Suggested Problems of the PPT Courseware by Teachers and Students | 第94-102页 |
| ·Suggested Problems by Teachers | 第94-97页 |
| ·Suggested Problems by Students | 第97-102页 |
| ·Summary of the Results of the Questionnaire Survey | 第102-105页 |
| ·Data Analysis of the Classroom Observation | 第105-112页 |
| ·Data Description | 第105-108页 |
| ·Results Analysis | 第108-112页 |
| ·Data Analysis of the Interviews | 第112-119页 |
| ·Data Analysis of the Teachers’Interview | 第112-115页 |
| ·Data Analysis of the Students’Interview | 第115-119页 |
| Chapter 5 Results to the Research Questions | 第119-142页 |
| ·The Overall Application of PPT to Senior English Teaching | 第119-122页 |
| ·Teachers’Skills of Design and Production of PPT before Class | 第119-120页 |
| ·Application and Presentation of PPT in Class | 第120-121页 |
| ·Evaluation on the Effectiveness of PPT after Class | 第121-122页 |
| ·Some Positive Results of PPT-assisted Teaching in Senior High School | 第122-126页 |
| ·Arousing and Maintaining Students’Interest in Study | 第123页 |
| ·Providing Students with Authentic and Relevant Contexts | 第123页 |
| ·Stimulating Students’Active Construct of knowledge | 第123-124页 |
| ·Meeting Students’Different Learning Styles | 第124页 |
| ·Widening Students’Knowledge to Gain an Insightful Understanding to Western Culture | 第124-125页 |
| ·Helping the Teachers to Order and Pace Their Lessons Effectively | 第125页 |
| ·Helping Students Organize Information and Take Better Notes | 第125-126页 |
| ·The Major Problems of PPT-assisted Teaching in Senior High School | 第126-132页 |
| ·Problems of PPT Design and Production | 第126-127页 |
| ·Information Overload | 第126页 |
| ·Time Consuming | 第126-127页 |
| ·Readymade Courseware | 第127页 |
| ·Lack of Technological Training | 第127页 |
| ·Problems of PPT Presentation in Class | 第127-128页 |
| ·The Computer Screen Substitutes the Blackboard | 第127-128页 |
| ·Unstable Physical Setting | 第128页 |
| ·The Further Problems | 第128-132页 |
| ·Major Means Replaced by the Assisting One | 第128-129页 |
| ·Lack of Speaking Interaction | 第129-130页 |
| ·Students’Cognitive Abilities Are Ignored | 第130页 |
| ·The Shrinking of Students’Thinking Potential | 第130-131页 |
| ·StudentsAre Distracted by the Overuse of PPT | 第131页 |
| ·Students’Abstract Thinking Replaced by Imaginative Thinking | 第131-132页 |
| ·Suggestions | 第132-142页 |
| ·Renewing Teaching Notions | 第132-134页 |
| ·Cultivating the Learning Motivation in PPT-assisted Teaching | 第133页 |
| ·PowerPoint Cannot Take the Place of Student’s Thinking and Practices | 第133-134页 |
| ·Encouraging Students’Self-learning Abilities | 第134页 |
| ·Optimizing Teaching Methods | 第134-138页 |
| ·Focusing on the Important Teaching Contents | 第135-136页 |
| ·Integrating the Interaction into the Classroom | 第136-138页 |
| ·Improving Teaching Effects | 第138-142页 |
| ·Optimizing Color, Font, Template Choices | 第138-139页 |
| ·PPT Courseware Should be Combined with Traditional Teaching Tools | 第139-140页 |
| ·The Beauty of Courseware Is Not the Sole Pursuit | 第140页 |
| ·Doing the Backup | 第140-141页 |
| ·Multimedia Technology Should not be Overused | 第141-142页 |
| Chapter 6 Conclusion | 第142-146页 |
| ·Major Findings and Implications | 第142-145页 |
| ·Limitations | 第145-146页 |
| Bibliography | 第146-155页 |
| Appendices | 第155-163页 |
| Appendix 1 Questionnaire for Teachers | 第155-157页 |
| Appendix 2 Questionnaire for Students | 第157-159页 |
| Appendix 3 Classroom Observation System | 第159-161页 |
| Appendix 4 Interview Outline for Teachers | 第161-162页 |
| Appendix 5 Interview Outline for Students | 第162-163页 |
| Acknowledgements | 第163页 |
