| Acknowledgements | 第4-5页 |
| Abstract | 第5-6页 |
| 摘要 | 第7-11页 |
| Chapter One Introduction | 第11-22页 |
| 1.1 Research background | 第11-16页 |
| 1.1.1 The development of science education all over the world | 第11-12页 |
| 1.1.2 The Location Input Method | 第12-13页 |
| 1.1.3 The development of English education in China | 第13-14页 |
| 1.1.4 Immersion teaching and its development in China | 第14-16页 |
| 1.2 Selection of research | 第16-18页 |
| 1.3 Significance of research | 第18-19页 |
| 1.3.1 Theoretical significance | 第18-19页 |
| 1.3.2 Practical significance | 第19页 |
| 1.4 Methodology | 第19-22页 |
| 1.4.1 Immersion Teaching | 第19-20页 |
| 1.4.2 Research Approach | 第20-22页 |
| Chapter Two Literature Review | 第22-31页 |
| 2.1 Research on elementary science education | 第22-24页 |
| 2.2 Research on English education in China | 第24-28页 |
| 2.3 Research on immersion teaching | 第28-29页 |
| 2.4 Research on academic spirit, critical thinking and creativity | 第29-31页 |
| Chapter Three Elementary Science Curriculum in the United States | 第31-54页 |
| 3.1 Next Generation Science Standards (NGSS) | 第31-35页 |
| 3.2 The goal of science curriculum in the United States | 第35-47页 |
| 3.2.1 The basis of the set of curriculum goal | 第35-38页 |
| 3.2.2 The federal government curriculum goal | 第38-40页 |
| 3.2.3 Curriculum goal at the state level | 第40-47页 |
| 3.3 Teaching materials of elementary science curriculum in the United States | 第47-49页 |
| 3.3.1 Unified concept and process | 第47页 |
| 3.3.2 Science as investigation and research | 第47-48页 |
| 3.3.3 Physical science | 第48页 |
| 3.3.4 Life science | 第48页 |
| 3.3.5 Earth and Space Science | 第48页 |
| 3.3.6 Science and technology | 第48-49页 |
| 3.3.7 Science from personal and social perspectives | 第49页 |
| 3.3.8 The history and nature of science | 第49页 |
| 3.4 Elementary science curriculum models in the United States | 第49-52页 |
| 3.4.1 Experimental curriculum model | 第49-51页 |
| 3.4.2 Science, technology and society curriculum model | 第51-52页 |
| 3.5 The teaching of elementary science in the United States | 第52-54页 |
| 3.5.1 Students are the center of the class | 第52-53页 |
| 3.5.2 Inquiry teaching is highly emphasized | 第53页 |
| 3.5.3 Cooperative teaching is highly promoted | 第53页 |
| 3.5.4 Reasonable teaching evaluation | 第53-54页 |
| Chapter Four Discussion | 第54-65页 |
| 4.1 Academic spirit, critical thinking and creativity reflected in NGSS | 第54-59页 |
| 4.1.1 Academic spirit | 第54-55页 |
| 4.1.2 Critical thinking | 第55-56页 |
| 4.1.3 Creativity | 第56-57页 |
| 4.1.4 Academic spirit, critical thinking and creativity reflected in NGSS | 第57-59页 |
| 4.2 Benefits of immersion teaching | 第59-61页 |
| 4.2.1 Language abilities | 第59-60页 |
| 4.2.2 Science literacy | 第60-61页 |
| 4.3 Enlightenment on the reform of English education in Chinese elementary school | 第61-65页 |
| 4.3.1 Academic spirit, critical thinking and creativity | 第61-62页 |
| 4.3.2 Language abilities | 第62-63页 |
| 4.3.3 Science literacy | 第63-65页 |
| Chapter Five Conclusion | 第65-68页 |
| References | 第68-71页 |
| Appendixes | 第71-85页 |
| Appendix 1:Chinese Elementary English Textbook | 第71-75页 |
| Appendix 2:Elementary English Textbook in the United States | 第75-85页 |
| 攻读学位期间的研究成果 | 第85页 |
