| Abstract | 第3页 |
| 摘要 | 第4-5页 |
| Acknowledgements | 第5-6页 |
| Dedication | 第6-10页 |
| Abbreviations | 第10-11页 |
| Chapter One:Introduction | 第11-17页 |
| 1.1:Background of the study | 第12-14页 |
| 1.2:Statement of the problem | 第14页 |
| 1.3:Objectives of the study | 第14页 |
| 1.4:Research questions | 第14页 |
| 1.5:Significance of the study | 第14-15页 |
| 1.6:Definition of terms | 第15页 |
| 1.7:Limitations of the study | 第15-17页 |
| Chapter Two:Literature Review | 第17-33页 |
| Introduction | 第17页 |
| 2.1. Theoretical framework | 第17-19页 |
| 2.1.1:Behaviorism as the theory of education; overview | 第17页 |
| 2.1.2:Behaviorists beliefs | 第17-18页 |
| 2.1.3:The critique of behaviorist ideas | 第18-19页 |
| 2.2:Social constructivism | 第19-21页 |
| 2.2.1 :Social constructivists' and their contribution to learner centered pedagogy | 第19-21页 |
| 2.3:Learner centered education | 第21-22页 |
| 2.4:Learner centered pedagogy | 第22-25页 |
| 2.4.1:Critique of learner centered pedagogy | 第23-24页 |
| 2.4.2:Learner centered pedagogy and its demands on teachers' knowledge | 第24-25页 |
| 2.5:Learner centered education in china | 第25-26页 |
| 2.6:Learner centered education in tanzania | 第26-27页 |
| 2.7:Science teaching in secondary schools in china | 第27-28页 |
| 2.8:Science teaching in secondary schools in tanzania | 第28-31页 |
| 2.9:Synthesis of literature and knowledge gap | 第31-33页 |
| Chapter Three:Research Methodology | 第33-39页 |
| Research Design | 第33页 |
| 3.1:Site of study | 第33-36页 |
| 3.2:Population of the study | 第36页 |
| 3.3:Sample size | 第36页 |
| 3.3.1:Sampling technique | 第36页 |
| 3.4:Instrumentation and administration | 第36-38页 |
| 3.4.1:Interview | 第37页 |
| 3.4.2:Questionnaire | 第37-38页 |
| 3.5:Validity and reliability of instruments | 第38页 |
| 3.6:Data analysis | 第38页 |
| 3.6.1:Quantitative data analysis | 第38页 |
| 3.6.2:Qualitative data analysis | 第38页 |
| 3.7:Ethical issues and considerations | 第38-39页 |
| Chapter four:Results | 第39-55页 |
| Introduction | 第39页 |
| 4.1:Quantitative data analysis | 第39-49页 |
| 4.2:Qualitative data analysis | 第49-55页 |
| Chapter Five:Discussions and Conclusion | 第55-69页 |
| Introduction | 第55页 |
| 5.1:Perception of science teachers about the practice of learner centered pedagogy in china and tanzania | 第55-56页 |
| 5.2:Difficulties and challenges encountered by science teachers in practicing learner centered pedagogy in china and tanzania | 第56-65页 |
| 5.2.1:School timetable | 第56-57页 |
| 5.2.2:Teacher's knowledge to practice learner centered pedagogy | 第57-58页 |
| 5.2.3:Syllabus content | 第58-59页 |
| 5.2.4:Assessment system | 第59-60页 |
| 5.2.5:Class size | 第60-61页 |
| 5.2.6:High teaching load | 第61页 |
| 5.2.7:Scarcity of teaching and learning resources | 第61-62页 |
| 5.2.8:Teachers' willingness to practice learner centered pedagogy | 第62-63页 |
| 5.2.9:Constructive changes observed since the adoption of learner centered curriculum | 第63-64页 |
| 5.2.10:Summary | 第64-65页 |
| 5.3:Suggestions for improvement of current practice of learner centered pedagogy | 第65-66页 |
| 5.4:Recommendations for further studies | 第66页 |
| 5.5:Conclusion | 第66-69页 |
| References | 第69-81页 |
| List of Appendices | 第81-91页 |
| English Questionnaire | 第81-85页 |
| Interview Questions | 第85-86页 |
| Chinese questionnaire | 第86-89页 |
| 访谈问题/Interview questions | 第89-90页 |
| Clearance letter in English | 第90-91页 |
| Clearance letter in Chinese | 第91页 |
