| Abstract | 第3-5页 |
| 摘要 | 第6-11页 |
| Chapter One Introduction | 第11-15页 |
| 1.1 Background of the Study | 第11-12页 |
| 1.2 Significance and Purpose of the Study | 第12-13页 |
| 1.3 Layout of the Thesis | 第13-15页 |
| Chapter Two Literature Review | 第15-25页 |
| 2.1 Definition of Novice Teacher and Expert Teacher | 第15-16页 |
| 2.2 Sociocutural Theory | 第16-20页 |
| 2.2.1 The Importance of Social Interaction | 第16-17页 |
| 2.2.2 The Zone of Proximal Development | 第17-18页 |
| 2.2.3 Scaffolding | 第18-20页 |
| 2.3 Review of Teacher Questioning | 第20-25页 |
| 2.3.1 The Definition of Teacher Questioning | 第20页 |
| 2.3.2 Types of Teacher Questions | 第20-22页 |
| 2.3.3 Types of Questioning Modification Strategy | 第22-25页 |
| Chapter Three Methodology | 第25-30页 |
| 3.1 Research Questions | 第25页 |
| 3.2 Research Subjects | 第25-26页 |
| 3.3 Research Instruments | 第26-27页 |
| 3.3.1 Classroom Observation | 第26页 |
| 3.3.2 Interview | 第26-27页 |
| 3.4 Research Procedure | 第27页 |
| 3.5 Data Analysis | 第27-30页 |
| 3.5.1 Procedure of Data Analysis | 第27页 |
| 3.5.2 Analysis of the Discourse | 第27-30页 |
| Chapter Four Results and Discussion | 第30-49页 |
| 4.1 Types of Teacher Questioning and Questioning Modification Strategy | 第30-35页 |
| 4.1.1 Types of Teacher Questioning | 第30-33页 |
| 4.1.2 Types of Questioning Modification Strategy | 第33-35页 |
| 4.2 Scaffolding Assistance of Teacher Questioning | 第35-42页 |
| 4.2.1 Episodes of Single Scaffolding Functions | 第35-39页 |
| 4.2.2 Episodes of Multiple Scaffolding Functions | 第39-41页 |
| 4.2.3 Frequencies of Scaffolding Assistance | 第41-42页 |
| 4.3 Similarities and Differences of Teacher Questioning between Novice Teacher and ExpertTeacher | 第42-49页 |
| 4.3.1 Similarities | 第42-46页 |
| 4.3.2 The differences | 第46-49页 |
| Chapter Five Conclusion | 第49-52页 |
| 5.1 Major Findings | 第49-50页 |
| 5.2 Pedagogical Implications | 第50-51页 |
| 5.3 Limitations and Suggestions for Future Research | 第51-52页 |
| Bibliography | 第52-56页 |
| AppendixⅠ | 第56-57页 |
| ACKNOWLEDGEMENTS | 第57-58页 |
| PUBLICATIONS | 第58页 |
