| Abstract in Chinese | 第1-5页 |
| Abstract in English | 第5-9页 |
| Chapter One Introduction | 第9-14页 |
| Chapter Two Knowledge-oriented Mode | 第14-24页 |
| ·The teaching of culture and the culture of learning | 第14-15页 |
| ·Chinese traditional culture of learning | 第15-21页 |
| ·Chinese culture rooted in Confucianism | 第15-16页 |
| ·Chinese traditional culture of learning | 第16-20页 |
| ·Foreign language classroom ruled by Chinese traditional culture of learning | 第20-21页 |
| ·Knowledge-oriented mode | 第21-23页 |
| ·Summary | 第23-24页 |
| Chapter Three Limitations of Knowledge-oriented Mode | 第24-38页 |
| ·Limitations in cultural knowledge | 第24-29页 |
| ·Stereotypes embodied in knowledge-oriented mode | 第24-27页 |
| ·The authenticity of cultural knowledge in this mode | 第27-28页 |
| ·Comment on the negative effects | 第28-29页 |
| ·Limitations caused by a lack of cultivation of critical thinking | 第29-37页 |
| ·Chinese traditional culture of learning endows the mode with an absence of critical thinking | 第30-31页 |
| ·The invalidity of learner’s native culture | 第31-33页 |
| ·Negative outcomes resulting from lacking critical thinking | 第33-37页 |
| ·Summary | 第37-38页 |
| Chapter Four Empowerment-oriented Mode | 第38-59页 |
| ·Empowerment-oriented mode | 第38-40页 |
| ·An interaction-based dialogic pedagogy | 第40-52页 |
| ·Intercultural dialogues | 第41-45页 |
| ·Interpersonal dialogues | 第45-48页 |
| ·Intrapersonal dialogues | 第48-52页 |
| ·The positive outcomes | 第52-56页 |
| ·A critical mind—cognitive growth | 第53-55页 |
| ·A cross-cultural personality—a personality development | 第55页 |
| ·Self-aware, adaptable, and empowered learners—an extra gain | 第55-56页 |
| ·A challenge to the traditional culture of learning | 第56-58页 |
| ·Summary | 第58-59页 |
| Chapter Five Conclusion | 第59-61页 |
| Acknowledgement | 第61-62页 |
| Bibliography | 第62-64页 |
| Achievement | 第64页 |
