| 中文摘要 | 第1-3页 |
| Abstract | 第3-4页 |
| 中文文摘 | 第4-6页 |
| Synopsis | 第6-11页 |
| Chapter One Introduction | 第11-16页 |
| ·Research Orientation and Object | 第11页 |
| ·Rationale for the Study | 第11-14页 |
| ·A Brief History of English Language Teaching and Learning in China | 第11-13页 |
| ·Current EFL Teaching and Learning in China | 第13-14页 |
| ·The Demand of the English Curriculum Standards (ECS) | 第14页 |
| ·Methodology | 第14-15页 |
| ·Organization of the Thesis | 第15-16页 |
| Chapter Two Literature Review | 第16-27页 |
| ·The Definition of PBL | 第16-17页 |
| ·The Development of PBL | 第17页 |
| ·Theoretical Perspectives on PBL | 第17-20页 |
| ·Constructivism Theory | 第17-19页 |
| ·Humanistic Theory | 第19-20页 |
| ·The PBL Processes | 第20-23页 |
| ·Presentation of the "ill-structured" problem | 第20页 |
| ·Assigning roles | 第20-21页 |
| ·Developing a problem statement from the students' analysis of what they do and do not know | 第21页 |
| ·Listing possible actions, recommendations, or solutions | 第21页 |
| ·Preparing for self-directed learning | 第21-22页 |
| ·Listing information, resources, processes, etc. needed to solve the problem | 第22页 |
| ·Accessing, evaluating, learning, and utilizing information | 第22页 |
| ·Presenting and supporting the learning and readdressing the problem | 第22-23页 |
| ·Assessment | 第23页 |
| ·Collaborative learning in PBL | 第23页 |
| ·Advantages of PBL | 第23-26页 |
| ·Emphasis on Meaning, Not Facts | 第23-24页 |
| ·Increased Self Direct | 第24页 |
| ·Higher Comprehension and Better Skill Development | 第24页 |
| ·Interpersonal Skills and Teamwork | 第24页 |
| ·Self-Motivated Attitude | 第24-25页 |
| ·Facilitator-Student Relationship | 第25页 |
| ·Levels of Learning | 第25-26页 |
| ·Some Successful PBL Activities at Home and Abroad | 第26-27页 |
| Chapter Three Research | 第27-31页 |
| ·Research Hypotheses | 第27页 |
| ·Subjects | 第27-28页 |
| ·Instruments | 第28页 |
| ·Two questionnaires | 第28页 |
| ·Pre-test and Post-test | 第28页 |
| ·Audit Records | 第28页 |
| ·Procedure of the Research | 第28-31页 |
| ·Train the Tutors | 第28-29页 |
| ·Generate Problems | 第29页 |
| ·Design Groups | 第29-30页 |
| ·Collect, present and share information | 第30页 |
| ·Generate selective presentation and decide the best presentation methods | 第30-31页 |
| Chapter Four Data Presentation and Results | 第31-35页 |
| ·Data from the Questionnaires | 第31页 |
| ·Data from the pre-test and Post-test | 第31-33页 |
| ·Data from Audit Records | 第33-35页 |
| Chapter Five Discussion | 第35-39页 |
| ·Findings | 第35-36页 |
| ·Stimulate the Students' Interest | 第35页 |
| ·Improve the Students' Competence | 第35-36页 |
| ·Build up a good relationship between the teacher and the students | 第36页 |
| ·The Implication of the Findings | 第36-37页 |
| ·Integrate the activities of PBL into the curriculum | 第36页 |
| ·A small group of 4 or5 is best | 第36-37页 |
| ·Praise is necessary | 第37页 |
| ·The Role of the Teacher | 第37-39页 |
| ·The PBL Teacher as Curriculum Designer | 第37页 |
| ·The PBL Teacher as Guide | 第37-38页 |
| ·The PBL Teacher as Assessor | 第38-39页 |
| Chapter six Conclusion | 第39-41页 |
| ·Summary of the Previous Chapters | 第39页 |
| ·Implications of the Research | 第39页 |
| ·Recommendations for Further Research | 第39-41页 |
| References | 第41-43页 |
| Appendixes | 第43-52页 |
| Acknowledgements | 第52页 |
