| 摘要 | 第3-5页 |
| abstract | 第5-6页 |
| List of Abbreviations | 第12-13页 |
| Chapter 1 Introduction | 第13-22页 |
| 1.1 Background of the Study | 第13-19页 |
| 1.1.1 Role of the NMET | 第14-15页 |
| 1.1.2 Development of the NMET Reform | 第15-17页 |
| 1.1.3 Introduction to New English Curriculum Standards for Full-time General Senior High Schools | 第17-18页 |
| 1.1.4 Current Situation of ELT in Senior High Schools | 第18-19页 |
| 1.2 Purpose and Significance of the Study | 第19-21页 |
| 1.2.1 Purpose of the Study | 第19页 |
| 1.2.2 Significance of the Study | 第19-21页 |
| 1.3 Structure of the Thesis | 第21-22页 |
| Chapter 2 Literature Review | 第22-37页 |
| 2.1 Some Related Definitions | 第22-27页 |
| 2.1.1 New Curriculum Reform | 第22-23页 |
| 2.1.2 Washback Effects | 第23-27页 |
| 2.1.2.1 Definition of Washback Effects | 第23-24页 |
| 2.1.2.2 Classification of Washback Effects | 第24-25页 |
| 2.1.2.3 Hypotheses and Models of Washback Effects | 第25-27页 |
| 2.1.2.4 Factors Affecting the Nature of Washback Effects | 第27页 |
| 2.2 Related Studies at Home and Abroad | 第27-32页 |
| 2.2.1 Related Studies on Washback Effects Abroad | 第27-29页 |
| 2.2.2 Related Studies on Washback Effects at Home | 第29-32页 |
| 2.3 Theoretical Bases for the Present Study | 第32-37页 |
| 2.3.1 Theory of Learning Motivation | 第32-33页 |
| 2.3.2 Theory of Learning Evaluation | 第33-34页 |
| 2.3.3 Theory of Learning Attribution | 第34页 |
| 2.3.4 Theory of Self-regulation | 第34-37页 |
| Chapter 3 Methodology | 第37-46页 |
| 3.1 Questions of the Study | 第37-38页 |
| 3.2 Participants of the Study | 第38-40页 |
| 3.3 Instruments of the Study | 第40-43页 |
| 3.3.1 Questionnaire | 第40-42页 |
| 3.3.2 Interview | 第42-43页 |
| 3.4 Data Collection | 第43-45页 |
| 3.5 Summary | 第45-46页 |
| Chapter 4 Analyses of Data and the Related Discussion | 第46-69页 |
| 4.1 Analyses of the Data | 第46-65页 |
| 4.1.1 Quantitative Analyses of the Questionnaire | 第46-61页 |
| 4.1.1.1 Students'English Learning Motivations | 第46-50页 |
| 4.1.1.2 Students'English Learning Evaluations | 第50-52页 |
| 4.1.1.3 Students'English Learning Attributions | 第52-54页 |
| 4.1.1.4 Students'Self-regulations in English Learning | 第54-59页 |
| 4.1.1.5 NMET and English Teaching and Learning | 第59-61页 |
| 4.1.2 Qualitative Analyses of the Interview | 第61-65页 |
| 4.1.2.1 Analysis on the Student Interview | 第61-63页 |
| 4.1.2.2 Analysis on the Teacher Interview | 第63-65页 |
| 4.2 Discussion | 第65-68页 |
| 4.2.1 Effects on Understanding the Learning Goals and Teaching Obj ectives | 第65-66页 |
| 4.2.2 Effects on Evaluating Students' Learning | 第66-67页 |
| 4.2.3 Effects on me Teaching and Learning Psychology and Activity | 第67-68页 |
| 4.3 Major Findings | 第68-69页 |
| Chapter 5 Relevant Implications | 第69-79页 |
| 5.1 Implications for the NMET Policymakers and Constructors | 第69-72页 |
| 5.2 Implications for Senior High school English Teachers | 第72-75页 |
| 5.3 Implications for Senior High School Students | 第75-79页 |
| Chapter 6 Conclusion | 第79-82页 |
| 6.1 A Brief Summary | 第79-80页 |
| 6.2 Limitations of the Study and Suggestions for Future Study | 第80-82页 |
| Bibliography | 第82-86页 |
| Appendix 1:Students' Questionnaire | 第86-88页 |
| Appendix 2:Student Interview List | 第88-89页 |
| Appendix 3:Teacher Interview List | 第89-90页 |
| Acknowledgements | 第90-91页 |
