| 摘要 | 第4-5页 |
| Abstract | 第5-6页 |
| Chapter One Introduction | 第9-14页 |
| 1.1 Background of the Research | 第9-11页 |
| 1.2 Purpose of the Research | 第11页 |
| 1.3 Significance of the Research | 第11-12页 |
| 1.4 Structure of the Research | 第12-14页 |
| Chapter Two Literature Review | 第14-28页 |
| 2.1 Definition of Classroom Questioning | 第14-15页 |
| 2.2 Related Studies on Questioning at Home and Abroad | 第15-18页 |
| 2.2.1 Questioning Types | 第15-17页 |
| 2.2.2 Questioning Strategies | 第17-18页 |
| 2.3 Definition of Cognitive Orientation of Class Questioning | 第18-19页 |
| 2.4 Definition of Expert Teacher and Novice Teacher | 第19-20页 |
| 2.5 The Studies on Cognitive Orientation of Questioning Abroad | 第20-22页 |
| 2.6 The Studies on Cognitive Orientation of Questioning at Home | 第22-23页 |
| 2.7 Theoretical Basis | 第23-28页 |
| 2.7.1 The Cognitive Basis of Teacher Questioning | 第23-25页 |
| 2.7.2 Bloom’s Taxonomy | 第25-28页 |
| Chapter three Methodology | 第28-31页 |
| 3.1 Research Questions | 第28-29页 |
| 3.2 Setting | 第29页 |
| 3.3 Subjects | 第29-30页 |
| 3.4 Research Methods | 第30-31页 |
| 3.4.1 Classroom observation | 第30页 |
| 3.4.2 Interview | 第30-31页 |
| Chapter Four Findings and Discussions | 第31-41页 |
| 4.1 Findings about Questioning Types | 第31-32页 |
| 4.2 Findings about the Questioning Strategies | 第32-34页 |
| 4.3 Discussion | 第34-37页 |
| 4.4 Factors That Lead to the Differences | 第37-41页 |
| 4.4.1 The Differences Between Expert Teachers and Novice Teachers in Understanding Students’ Needs | 第37-38页 |
| 4.4.2 Expert Teachers and Novice Teachers’ Different Views on the Relationship of Teacher Questioning and Developing Students’ Thinking Ability | 第38-41页 |
| Chapter Five Conclusion | 第41-44页 |
| 5.1 Implication | 第42-43页 |
| 5.2 Limitations and Suggestions for the Future Research | 第43-44页 |
| Bibliography | 第44-48页 |
| Appendix Part of the transcription | 第48-52页 |
| Appendix Interview Questions | 第52-53页 |
| Acknowledgements | 第53页 |
