| 中文摘要 | 第2-3页 |
| Abstract | 第3页 |
| 中文文摘 | 第4-10页 |
| Chapter One Introduction | 第10-14页 |
| 1.1 Research background | 第10-11页 |
| 1.2 Present situation of English teaching in the program ofSino-foreign cooperation in running schools | 第11-12页 |
| 1.3 Objective of the research | 第12-14页 |
| Chapter Two Literature Review | 第14-30页 |
| 2.1 Commonly used pedagogies | 第14-23页 |
| 2.1.1 Grammar-Translation method | 第14-15页 |
| 2.1.2 Direct method | 第15-17页 |
| 2.1.3 Audio-lingual method | 第17-18页 |
| 2.1.4 Communicative approach | 第18-20页 |
| 2.1.5 Task-Based language teaching approach | 第20-21页 |
| 2.1.6 Total physical response approach (TPR) | 第21-22页 |
| 2.1.7 Suggestopedia | 第22-23页 |
| 2.1.8 Eclectic approach | 第23页 |
| 2.2 The localization of pedagogies and native English pedagogies | 第23-26页 |
| 2.2.1 Zhang Sizhong's English teaching method | 第24-25页 |
| 2.2.2 Zhang Zhengdong's three-dimension English teachingmethod | 第25-26页 |
| 2.3 Pedagogical problems existed in college English teaching | 第26-27页 |
| 2.3.1 Teacher-centered mode and students' low initiative | 第26-27页 |
| 2.3.2 Formulaic English practical activities | 第27页 |
| 2.4 Summary | 第27-30页 |
| Chapter Three Post Method Pedagogy | 第30-42页 |
| 3.1 Introduction of Post Method Pedagogy | 第30-33页 |
| 3.1.1 Backgrounds of Post Method Pedagogy | 第30-32页 |
| 3.1.2 Definition of Post Method Pedagogy | 第32-33页 |
| 3.2 The Redefinition of three kinds of identity | 第33-34页 |
| 3.2.1 The redefinition of learner | 第33页 |
| 3.2.2 The redefinition of teacher | 第33-34页 |
| 3.2.3 The redefinition of teacher educator | 第34页 |
| 3.3 Three parameters of Post Method Pedagogy | 第34-36页 |
| 3.3.1 The parameter of particularity | 第34-35页 |
| 3.3.2 The parameter of practicality | 第35页 |
| 3.3.3 The parameter of possibility | 第35-36页 |
| 3.4 Kumravadivelu's macro strategic framework | 第36-37页 |
| 3.5 Kumravadivelu's micro strategic framework | 第37-38页 |
| 3.6 The trend of Post Method Theory in China | 第38-40页 |
| 3.7 Implications of Post Method Pedagogy in FLT in the programof Sino-foreign Cooperation in running schools of higher vocationalcolleges | 第40-42页 |
| 3.7.1. Not dwelling on some specific teaching methods | 第40页 |
| 3.7.2. Valuing student's learning autonomy and cooperativelearning ability | 第40-41页 |
| 3.7.3. Enhancing contextual teaching and improving students'multi-cultural communicative ability | 第41-42页 |
| Chapter Four Research on the Effectiveness of Post-method Pedagogy | 第42-46页 |
| 4.1 Research questions | 第42页 |
| 4.2 Research process | 第42-43页 |
| 4.3 Research participants | 第43页 |
| 4.4 Questionnaire design and interview questions | 第43-46页 |
| Chapter Five Research Results and Discussion | 第46-62页 |
| 5.1 Basic information about participants in the questionnaire | 第46-50页 |
| 5.2 The English learning situation of the participants in thequestionnaire | 第50-57页 |
| 5.3 The learning effect of participants in the questionnaire | 第57-62页 |
| Chapter Six Conclusion | 第62-66页 |
| 6.1 Summary of the research | 第62-63页 |
| 6.2 Implications | 第63页 |
| 6.3 Limitations to present study and suggestions for furtherresearch | 第63-66页 |
| References | 第66-70页 |
| Appendix Ⅰ | 第70-74页 |
| Appendix Ⅱ | 第74-80页 |
| Acknowledgements | 第80-84页 |
