| Abstract | 第3-4页 |
| 摘要 | 第5-8页 |
| Chapter One Introduction | 第8-11页 |
| 1.1 Research Background | 第8-9页 |
| 1.2 Research Purpose and Meaning | 第9-11页 |
| Chapter Two Literature Review | 第11-22页 |
| 2.1 Literature Review about Guided Learning Cases | 第11-16页 |
| 2.1.1 Taking Discipline Itself As the Starting Point | 第13页 |
| 2.1.2 Taking Design Method As the Research Point | 第13-15页 |
| 2.1.3 Discussions About the Shortcomings of the Guided Learning Cases | 第15-16页 |
| 2.2 The Meaning of Guided Learning Cases and the Rules of Making these Cases | 第16-19页 |
| 2.2.1 The Meaning of Guided Learning Cases | 第16-17页 |
| 2.2.2 Principles of Making Guided Learning Plan | 第17-19页 |
| 2.3 Problems Appeared in the Process of Traditional English Guided Learning Plans | 第19-22页 |
| 2.3.1 Lacking Situation Creation | 第19页 |
| 2.3.2 Doing Exercise Instead of Teaching | 第19-20页 |
| 2.3.3 Teaching Without Textbooks | 第20页 |
| 2.3.4 Lacking Guidance | 第20-22页 |
| Chapter Three Experimental Methods | 第22-30页 |
| 3.1 Experiment Questions | 第22页 |
| 3.2 Experiment Object | 第22-23页 |
| 3.3 Experiment Tools | 第23-24页 |
| 3.4 Teaching Material | 第24页 |
| 3.5 Experiment Process | 第24-27页 |
| 3.5.1 Experimental Group Takes Task-based Teaching Method to Conduct the Teaching Activity | 第25-27页 |
| 3.5.2 Control Class Use Traditional Guided Learning Cases | 第27页 |
| 3.6 Data Collecting | 第27-28页 |
| 3.7 Data Analysis | 第28-30页 |
| Chapter Four Research Analysis | 第30-49页 |
| 4.1 Data Analysis of Questionnaire | 第30-34页 |
| 4.2 Data Analysis of the Test Scores | 第34-44页 |
| 4.2.1 Pretest Score | 第34-37页 |
| 4.2.2 Post-test Scores | 第37-44页 |
| 4.3 Interview Feedback | 第44-46页 |
| 4.4 Discussion | 第46-49页 |
| Chapter Five Conclusion | 第49-52页 |
| Bibliography | 第52-55页 |
| Appendix | 第55-57页 |
| Acknowledgements | 第57-59页 |
| 附件 | 第59页 |
