| 摘要 | 第4-6页 |
| Abstract | 第6-7页 |
| Introduction | 第10-13页 |
| Chapter One Literature Review | 第13-28页 |
| 1.1 Teacher Talk | 第13-18页 |
| 1.1.1 Definitions of Teacher Talk | 第14页 |
| 1.1.2 Previous Studies on Teacher Talk | 第14-18页 |
| 1.2 Socio-culture Theory (SCT) | 第18-23页 |
| 1.2.1 Mediation | 第19-20页 |
| 1.2.2 Zone of Proximal Development | 第20-21页 |
| 1.2.3 Language and Thought | 第21-23页 |
| 1.3 Marzano's New Taxonomy of Educational Objectives | 第23-28页 |
| 1.3.1 An Introduction of the New Taxonomy | 第24-25页 |
| 1.3.2 Classification of the New Taxonomy | 第25-28页 |
| Chapter Two Research Methodology | 第28-36页 |
| 2.1 Research Questions | 第28-29页 |
| 2.2 Research Subject | 第29-30页 |
| 2.3 Research Tool | 第30-33页 |
| 2.4 Research Methods | 第33-34页 |
| 2.4.1 Classroom Observation and Audio Recording | 第33-34页 |
| 2.4.2 Interview | 第34页 |
| 2.5 Research Procedures | 第34-35页 |
| 2.6 Method of Data Analysis | 第35-36页 |
| Chapter Three Results and Discussion | 第36-48页 |
| 3.1 Characteristics of Teacher Talk in Thinking Levels | 第36-40页 |
| 3.1.1 Self-system Neglected by Each Teacher | 第37-38页 |
| 3.1.2 Monitoring Clarity and Accuracy Emphasized More in Metacognition System | 第38页 |
| 3.1.3 Higher Thinking Levels Applied More in the Cognitive System | 第38页 |
| 3.1.4 Comprehension Neglected by Each Teacher | 第38-39页 |
| 3.1.5 Retrieval Applied by Each Teacher | 第39-40页 |
| 3.2 Reasons for the Differences of Teacher Talk in Thinking Levels | 第40-44页 |
| 3.2.1 Teaching Belief | 第41-42页 |
| 3.2.2 Teaching Practice | 第42-44页 |
| 3.3 Discussion of Characteristics of Teacher Talk in Thinking Levels | 第44-46页 |
| 3.4 Discussion of Reasons for the Differences of Teacher Talk in Thinking Levels | 第46-48页 |
| Chapter Four Implications and Limitations | 第48-51页 |
| 4.1 Implications | 第48-49页 |
| 4.2 Limitations | 第49页 |
| 4.3 Suggestions for the Further Research | 第49-51页 |
| Conclusion | 第51-53页 |
| Bibliography | 第53-57页 |
| Appendixes | 第57-64页 |
| Acknowledgments | 第64页 |
