| SynoPsis | 第4-5页 |
| Abstract | 第5-6页 |
| 摘要 | 第7-11页 |
| Chapter One Introduction | 第11-16页 |
| 1.1 Research Background | 第11-12页 |
| 1.2 Significance of the Research | 第12-13页 |
| 1.3 Research Questions | 第13页 |
| 1.4 Research Methodology | 第13-14页 |
| 1.5 Organization of the Thesis | 第14-16页 |
| Chapter Two Literature Review | 第16-31页 |
| 2.1 General Review of Metacognitive and Teacher Development | 第16-20页 |
| 2.1.1 Research in Western Countries | 第16-18页 |
| 2.1.2 Research in China | 第18-20页 |
| 2.2 Relevant Theory | 第20-29页 |
| 2.2.1 Definition of Metacognition | 第20-21页 |
| 2.2.2 Definition Of Teacher Metacognition | 第21-24页 |
| 2.2.3 Definition of Teacher Development | 第24-29页 |
| 2.3 The Combination Between Teacher Metacognition and Teacher Development | 第29-31页 |
| Chapter Three Methodology | 第31-35页 |
| 3.1 Research Questions | 第31-32页 |
| 3.2 Subject Selection | 第32页 |
| 3.3 Research Instrument | 第32-33页 |
| 3.4 Procedures Designing | 第33-34页 |
| 3.5 Data Collection | 第34页 |
| 3.6 Data Analysis | 第34-35页 |
| Chapter Four Data Analysis and Discussion | 第35-64页 |
| 4.1 The Status Quo of College Forei gn Language Teacher's Metacognitive Abilities | 第35-51页 |
| 4.1.1 General Situation of College English Teacher's | 第35-41页 |
| 4.1.2 College English Teacher's Metacognitive Abilities in Key, Regular and Independent Colleges | 第41-47页 |
| 4.1.3 College English Teacher's Metacognitive Abilities with Different Teaching Seniorities | 第47-51页 |
| 4.2 The Correlation Between the Foreign Language Teacher Metacognition and Teacher Development | 第51-62页 |
| 4.3 Means to Improve and Accelerate Teacher Development of College Foreign Language Teachers by Means of Teacher Metacognition | 第62-64页 |
| Chapter Five Conclusion | 第64-68页 |
| 5.1 Major Findings | 第64-65页 |
| 5.2 Implications of the Study | 第65-66页 |
| 5.3 Limitation of the Study | 第66页 |
| 5.4 Directions for Future Research | 第66-68页 |
| Bibliography | 第68-77页 |
| Appendix | 第77-81页 |
| 作者简介 | 第81-82页 |
| Acknowledgements | 第82页 |
