| ACKNOWLEDGEMENTS | 第1-3页 |
| STATEMENT | 第3-4页 |
| ABSTRACT IN CHINESE | 第4-6页 |
| ABSTRACT IN ENGLISH | 第6-9页 |
| 1 INTRODUCTION | 第9-12页 |
| ·Origin of the study | 第9页 |
| ·Scope of the study | 第9-12页 |
| 2 LITERATURE REVIEW | 第12-23页 |
| ·Understanding reflective teaching | 第12-15页 |
| ·Brief history of reflective teaching | 第12-13页 |
| ·Definitions of reflection and reflective teaching | 第13-14页 |
| ·Traditions of reflective teaching | 第14-15页 |
| ·Reflective teaching and teacher professional development | 第15-20页 |
| ·Significance of reflective teaching in teacher development | 第15-16页 |
| ·Factors of professional growth in reflective teachers | 第16-17页 |
| ·Approaches to developing classroom reflective teaching | 第17-20页 |
| ·Research on the development and reflective teaching of CETs in China | 第20-23页 |
| 3 SURVEY | 第23-43页 |
| ·Survey instrument and its administration | 第23-24页 |
| ·Objects and subjects | 第23页 |
| ·Instrument and procedures | 第23-24页 |
| ·Results | 第24-35页 |
| ·Analysis and discussion | 第35-43页 |
| ·Whether CETs had received any reflective teaching training | 第35-36页 |
| ·Whether those with reflective teaching training were more active in reflection on their chingthan those without the training | 第36页 |
| ·Whether CETs were involved in critical reflection through journal writing | 第36-37页 |
| ·Whether teachers with a degree in TEFL or Applied Linguistics had more systematic subject matter knowledge than the non-specialists | 第37-38页 |
| ·Whether there were any differences between the teachers in different length groups of teaching year | 第38-40页 |
| ·What the teachers’ main frustrations and difficulties were | 第40-43页 |
| 4 IMPLICATIONS AND APPLICATIONS | 第43-48页 |
| ·What institutes, education authorities, and governments could do | 第43-45页 |
| ·What teachers could do | 第45-48页 |
| V. CONCLUSION | 第48-49页 |
| BIBLIOGRAPHY | 第49-52页 |
| APPENDIX I | 第52-55页 |
| APPENDIX II | 第55-57页 |
