| 内容摘要 | 第1-5页 |
| Abstract | 第5-11页 |
| Ⅰ Introduction | 第11-15页 |
| Present situation and problems in EFT in middle school | 第11-12页 |
| Traditional Teaching Modes | 第12页 |
| Grammar-translation | 第12-13页 |
| Audio-lingualism | 第13页 |
| Major Causes for the Problems | 第13-14页 |
| Significance of the Research | 第14-15页 |
| Ⅱ Literature Review | 第15-21页 |
| ·Definition of Constructivism | 第15页 |
| ·Development of Constructivism | 第15-16页 |
| ·The features of Constructivism | 第16-19页 |
| ·Emphasis on the authenticity of the learning | 第17页 |
| ·Focus on meaningful learning | 第17页 |
| ·Encouragement of Learner-centeredness and self-awareness in the knowedge construction process | 第17-18页 |
| ·Support for collaborative construction of knowledge through social negotiation | 第18页 |
| ·The demands of "learner-centered" learning theory | 第18-19页 |
| ·Interaction Theory | 第19-21页 |
| Ⅲ Experimental Design | 第21-27页 |
| ·The Hypotheses | 第21页 |
| ·Subjects | 第21-22页 |
| ·Materials | 第22-23页 |
| ·Procedures | 第23页 |
| ·Methodology | 第23页 |
| ·Classroom experiment | 第23-26页 |
| ·Summary | 第26-27页 |
| Ⅳ Results and Analysis | 第27-34页 |
| ·Results | 第27-30页 |
| ·Results of questionnaire | 第27-28页 |
| ·Results of Pre-test,Mid-test,Post-test | 第28-30页 |
| ·Analysis | 第30-33页 |
| ·The Analysis of the result obtained from the Questionnaire | 第30页 |
| ·The Analysis of the result obtained from the Scores of the Pre-test,Mid-test,Post-test | 第30-33页 |
| ·Main findings | 第33-34页 |
| Ⅴ.Significance and Suggestions | 第34-58页 |
| ·Significance | 第34-41页 |
| ·Significance for learners | 第34-35页 |
| ·The need and responsibility for change | 第34页 |
| ·Self-evaluation | 第34页 |
| ·Motivation and interest | 第34页 |
| ·Interest | 第34页 |
| ·Peer support | 第34-35页 |
| ·The experience of personal development | 第35页 |
| ·Significance for teachers | 第35-41页 |
| ·The teachers should offer the students Pairs and groups Work | 第35-40页 |
| ·The teachers should provide the students enough space and time to nurture their individuality | 第40页 |
| ·The teachers should get the whole class involved in the English interaction | 第40-41页 |
| ·Suggestions | 第41-58页 |
| ·Creating an optimal classroom structure | 第41-42页 |
| ·Selecting appropriate and authentic learning materials | 第42-44页 |
| ·Making a sufficient application of technological support | 第44-45页 |
| ·Fostering a dynamic interaction | 第45-47页 |
| ·Adapting a task-oriented approach | 第47-49页 |
| ·Fostering creativity and innovation | 第49-52页 |
| ·Fostering a learning autonomy | 第52-53页 |
| ·Creating a positive classroom atmosphere | 第53-55页 |
| ·Fostering and keeping learners' motivation | 第55-56页 |
| ·Creating a cooperative and democratic learning climate | 第56-58页 |
| Conclusion | 第58-60页 |
| Appendix Ⅰ Questionnaire on English learning in Junior Schools | 第60-61页 |
| Appendix Ⅱ Data Result of the Questionnaire | 第61-63页 |
| Appendix Ⅲ 对"实验班"关于"以学生为中心"的课堂教学的调查问卷 | 第63-65页 |
| Appendix Ⅳ 对"实验班"关于"以学生为中心"的教学问卷调查结果 | 第65-66页 |
| Appendix ⅴ 前测试卷 | 第66-73页 |
| Appendix Ⅵ 中测试卷 | 第73-80页 |
| Appendix Ⅶ 后测试卷 | 第80-89页 |
| Bibliography | 第89-94页 |
