| List of Abbreviations | 第4-5页 |
| List of Tables and Figures | 第5-6页 |
| Table of Contents | 第6-8页 |
| Abstract | 第8-9页 |
| 摘要 | 第10-12页 |
| Introduction | 第12-15页 |
| 0.1 Purpose of the Study | 第13页 |
| 0.2 Significance of the Study | 第13-14页 |
| 0.3 Structure of the Thesis | 第14-15页 |
| Chapter One Literature Review | 第15-30页 |
| 1.1 Reflection | 第15-18页 |
| 1.1.1 The Roots and Definition of Reflection | 第15-16页 |
| 1.1.2 The Levels of Reflection | 第16-18页 |
| 1.2 Reflective Journal | 第18-20页 |
| 1.2.1 The Classification of Reflective Journal | 第18-19页 |
| 1.2.2 The Significance of Reflective Journal | 第19-20页 |
| 1.3 Teacher Cognition | 第20-22页 |
| 1.3.1 The Definition of Teacher Cognition | 第20-21页 |
| 1.3.2 Characteristics of Teacher Cognition | 第21页 |
| 1.3.3 A Research Model of L2 Teacher Cognition | 第21-22页 |
| 1.4 Previous Studies | 第22-29页 |
| 1.4.1 Previous Studies of Teacher Cognition | 第22-24页 |
| 1.4.2 Previous Studies of Reflection and Teacher Cognition | 第24-27页 |
| 1.4.3 Previous Studies of Reflective Journal and Teacher Cognition | 第27-29页 |
| 1.4.4 Limitations of Previous Studies | 第29页 |
| 1.5 Summary | 第29-30页 |
| Chapter Two Theoretical Foundation | 第30-36页 |
| 2.1 Cognitive Development Theories | 第30-32页 |
| 2.1.1 Jean Piaget's Cognitive Development Theory | 第30页 |
| 2.1.2 Vygotsky's Cognitive Development Theory | 第30-31页 |
| 2.1.3 Difference between the Two Cognitive Development Theories | 第31-32页 |
| 2.2 Mediation from Vygotsky's Cognitive Development Theory | 第32-36页 |
| 2.2.1 The Definition of Mediation | 第32-33页 |
| 2.2.2 Mediated Human Mental Functioning | 第33页 |
| 2.2.3 Psychological Tools as Mediator | 第33-34页 |
| 2.2.4 Reflective Writing as Psychological Tool | 第34-36页 |
| Chapter Three Methodology | 第36-39页 |
| 3.1 Research Questions | 第36页 |
| 3.2 Subject | 第36-37页 |
| 3.3 Data Collection | 第37-38页 |
| 3.4 Data Analysis | 第38-39页 |
| Chapter Four Results | 第39-50页 |
| 4.1 Sources of Reflection | 第39-40页 |
| 4.2 Spontaneous Emergence from the Reflection | 第40-46页 |
| 4.2.1 Emergence related to Thinking | 第41-42页 |
| 4.2.2 Emergence related to Learning | 第42-43页 |
| 4.2.3 Emergence related to Educating | 第43-45页 |
| 4.2.4 Emergence related to Research | 第45-46页 |
| 4.3 Features of Thinking Mode Reflected in Reflection | 第46-50页 |
| 4.3.1 Transference between Research Projects | 第46-47页 |
| 4.3.2 Transference between Fields | 第47页 |
| 4.3.3 Transference between Practice and Theory | 第47-48页 |
| 4.3.4 Transference between Phenomenon and Essence | 第48-50页 |
| Chapter Five Discussion | 第50-54页 |
| 5.1 Direct Learning VS.Mediated Learning | 第50-51页 |
| 5.2 Active Construction of Knowledge | 第51-52页 |
| 5.3 Relationships between Reflection and Teacher Professional Development | 第52-54页 |
| Chapter Six Conclusion | 第54-57页 |
| 6.1 Summary of the Thesis | 第54页 |
| 6.2 Implications for EFL Teacher Education | 第54-55页 |
| 6.3 Limitations of the Research | 第55-56页 |
| 6.4 Suggestions for Future Research | 第56-57页 |
| Bibliography | 第57-63页 |
| Appendix Life Refletive journals | 第63-65页 |
| Acknowledgements | 第65-66页 |
| Publication | 第66页 |
