| Introduction | 第11-13页 |
| Chapter One Formation of Large EFL Classes in Chinese Higher Education | 第13-22页 |
| 1．1 Historical Perspectives | 第13-14页 |
| 1．2 Social Factors | 第14-20页 |
| 1．3 Economical Factors | 第20-22页 |
| Chapter Two Current Situation of Large EFL Classes in Chinese Higher Education | 第22-28页 |
| 2．1 Comments from Large Classroom | 第22-26页 |
| 2．2 Mission for Large Classroom | 第26-28页 |
| Chapter Three Necessity for Redesigning | 第28-43页 |
| 3．1 Problems in Large EFL Classes | 第28-31页 |
| 3．2 School Readiness | 第31-34页 |
| 3．3 EFL Teacher Readiness | 第34-38页 |
| 3．4 Language Learner Readiness | 第38-39页 |
| 3．5 Large EFL Class Readiness | 第39-43页 |
| Chapter Four Theoretical Basis for Large EFL Class Innovations in Chinese Higher Education | 第43-56页 |
| 4．1 Calling for Teaching Theory in Large EFL Class | 第43-44页 |
| 4．2 Constructivism and Education | 第44-47页 |
| 4．2．1 The Basics of Constructivism | 第44-46页 |
| 4．2．2 Constructivism Principles | 第46-47页 |
| 4．3 Designing Constructivist Learning Environments | 第47-52页 |
| 4．4 Implications of Constructivism for Large EFL Classes | 第52-56页 |
| Chapter Five Learner-centered and Learning-Centered Large EFL Classes | 第56-111页 |
| 5．1 Teacher's Role in a Constructive Large EFL Class | 第56-59页 |
| 5．2 Successful Strategies and Techniques in Large EFL Class | 第59-87页 |
| 5．2．1 Avoiding Alienation and Stimulating Motivation | 第60-65页 |
| 5．2．2 Centering Students by Learning the Names | 第65-68页 |
| 5．2．3 Personalizing Feedback | 第68-70页 |
| 5．2．4 Activating Large Classes | 第70-86页 |
| 5．2．4．1 Lecturing and Raising Questions | 第71-72页 |
| 5．2．4．2 Lecturing and Story Telling | 第72-73页 |
| 5．2．4．3 Lecturing and Laughing | 第73-75页 |
| 5．2．4．4 Using Props in Large EFL Classes | 第75-79页 |
| 5．2．4．5 Silence in Lecturing | 第79-80页 |
| 5．2．4．6 Lecturing and Group Work | 第80-83页 |
| 5．2．4．7 Turning Lecture Based into Project Based | 第83-86页 |
| 5．2．5 Being Available After Class | 第86-87页 |
| 5．3 Computer Technology Aided Large EFL Classes | 第87-110页 |
| 5．3．1 Computer-Assisted Language Learning （CALL） | 第87-89页 |
| 5．3．2 Multimedia for Large EFL Classes | 第89-97页 |
| 5．3．2．1 Advantages for Language Learning | 第90-91页 |
| 5．3．2．2 Individualization of Student Needs | 第91-93页 |
| 5．3．2．3 Four Qualities for Large EFL Class Innovation | 第93-94页 |
| 5．3．2．4 Remedies to EFL Learning | 第94-95页 |
| 5．3．2．5 Multimedia and Group Work | 第95页 |
| 5．3．2．6 Multimedia and Teacher's Role | 第95-97页 |
| 5．3．3 Weaving the Web into Large EFL Classes | 第97-110页 |
| 5．3．3．1 Popular Intemet Uses for Students | 第98-100页 |
| 5．3．3．2 Internet for EFL Teacher Improvement | 第100-102页 |
| 5．3．3．3 Int4egration of Internet in Large EFL Classes | 第102-104页 |
| 5．3．3．4 Case Studies of Internet Integration with Large EFL Classes | 第104-106页 |
| 5．3．3．5 Author's Field Practice | 第106-108页 |
| 5．3．3．6 Overcoming Barriers in Implementation | 第108-110页 |
| 5．4 Summary | 第110-111页 |
| Chapter Six The Goals of Further Exploration | 第111-114页 |
| 6．1 The Demand of 21~（st） Century | 第111-112页 |
| 6．2 The Shift for the New Century | 第112-114页 |
| CONCLUSION | 第114-117页 |
| BIBLIOGRAPHY | 第117-123页 |
| APPENDIX | 第123-125页 |
| NOTES | 第125-126页 |
