| 摘要 | 第3-4页 |
| Abstract | 第4-5页 |
| Introduction | 第9-11页 |
| Chapter One Suggestopedia | 第11-17页 |
| 1.1 The Definition of Suggestopedia | 第11-12页 |
| 1.2 The Theoretical Components of Suggestopedia | 第12-14页 |
| 1.3 Studies on Suggestopedia at home and abroad | 第14-17页 |
| 1.3.1 Studies on Suggestopedia abroad | 第14-15页 |
| 1.3.2 Studies on Suggestopedia at home | 第15-17页 |
| Chapter Two The Analysis of Li Yang Crazy English | 第17-29页 |
| 2.1 The Characteristics of Li Yang Crazy English | 第17-21页 |
| 2.1.1 The Spirit of Craziness | 第17-18页 |
| 2.1.2 The psychological suggestion | 第18页 |
| 2.1.3 Three-ly training methods | 第18-19页 |
| 2.1.4 One-breath training method | 第19页 |
| 2.1.5 Hand gestures for pronunciation | 第19-20页 |
| 2.1.6 Five essential points in pronunciation | 第20-21页 |
| 2.1.7 Practicing oral English in fragmented time | 第21页 |
| 2.1.8 Setting up Crazy English Club | 第21页 |
| 2.2 The Components of Suggestopedia Displayed in Li Yang Crazy English Teaching | 第21-24页 |
| 2.3 The Evalua村on on Li Yang Crazy English | 第24-26页 |
| 2.3.1 Applying affective education to learning English | 第24-25页 |
| 2.3.2 Correcting pronunciation by hand gestures and other methods | 第25页 |
| 2.3.3 Making good use of fragmented time and creating fine environment | 第25页 |
| 2.3.4 Neglecting individual differences of students in language learning | 第25-26页 |
| 2.3.5 Ignoring the coordinated development of speaking, listening, reading and writing | 第26页 |
| 2.4 Relative Studies on Li Yang Crazy English | 第26-29页 |
| 2.4.1 Comments on Li Yang Crazy English abroad | 第27页 |
| 2.4.2 Studies on Li Yang Crazy English at home | 第27-29页 |
| Chapter Three Investigation and Data Analysis | 第29-43页 |
| 3.1 Research Questions | 第29页 |
| 3.2 Research Subjects | 第29-30页 |
| 3.3 Research Instruments | 第30-31页 |
| 3.3.1 Questionnaire | 第30页 |
| 3.3.2 Interview | 第30-31页 |
| 3.4 Data Collection and Analysis | 第31-39页 |
| 3.4.1 The Data Collected and Analysis from Students' Questionnaire | 第31-35页 |
| 3.4.2 The Data Collected and Analysis from Teachers' Questionnaire | 第35-37页 |
| 3.4.3 The Analysis from the Interview with Two Students | 第37-39页 |
| 3.5 Comparisons between Li Yang Crazy English Teaching and traditional Oral English Class in Senior Middle Schools | 第39-43页 |
| 3.5.1 Teachers' Passionate Teaching vs. Teachers' Calm Teaching | 第40页 |
| 3.5.2 Students' Relaxed State vs. Students' Strained State | 第40-41页 |
| 3.5.3 Students' Group Learning vs. Students' Individual Learning | 第41页 |
| 3.5.4 Multi-activity Learning Process vs. Single Activity Learning Process | 第41-43页 |
| Chapter Four Suggested Strategies on Improving Oral English Classes in Senior MiddleSchools | 第43-57页 |
| 4.1 Enhancing Teacher's Authority | 第43-46页 |
| 4.1.1 Being "strategic teachers" | 第43-44页 |
| 4.1.2 Improving English proficiency | 第44-46页 |
| 4.2 Transferring Teacher's Role | 第46-47页 |
| 4.2.1 Teacher as an assessor | 第46-47页 |
| 4.2.2 Teacher as a participant | 第47页 |
| 4.3 Teaching Students with Affection | 第47-48页 |
| 4.4 Improving Teaching Methods | 第48-52页 |
| 4.4.1 Paying Attention to Students' Different Learning Styles | 第49页 |
| 4.4.2 Using hand gestures to correct pronunciation | 第49-50页 |
| 4.4.3 Setting up harmonious English group | 第50-51页 |
| 4.4.4 Creating a relaxing learning environment | 第51-52页 |
| 4.5 Practicing Student-oriented Learning Means | 第52-53页 |
| 4.6 Cultivating Students' Positive Attitudes | 第53-56页 |
| 4.6.1 Initiating motivation | 第54-55页 |
| 4.6.2 Enhancing self-confidence | 第55页 |
| 4.6.3 Pursuing success | 第55-56页 |
| 4.7 Fostering Students' Sense of Cooperation and Competition | 第56-57页 |
| Conclusion | 第57-59页 |
| Bibliography | 第59-61页 |
| Appendix 1 | 第61-63页 |
| Appendix 2 | 第63-65页 |
| Acknowledgements | 第65-66页 |
| 在校期间研究成果 | 第66页 |
