| Acknowledgement | 第1-6页 |
| Abstract | 第6-9页 |
| 内容摘要 | 第9-14页 |
| The Table List of the Thesis | 第14-15页 |
| Chapter One Introduction | 第15-21页 |
| ·Research Background | 第15-17页 |
| ·Research Significance | 第17-19页 |
| ·Theoretical Significance | 第17-18页 |
| ·Practical Significance | 第18-19页 |
| ·Originality of the Research | 第19-20页 |
| ·The organization of the thesis | 第20-21页 |
| Chapter Two Literature Review | 第21-34页 |
| ·The reform on Chinese Middle School English teaching | 第21-22页 |
| ·Studies on teacher questioning abroad and at home | 第22-32页 |
| ·Studies on teacher questioning abroad | 第22-27页 |
| ·Comments on teacher questioning abroad | 第27-28页 |
| ·Studies on Classroom questioning at home | 第28-32页 |
| ·The history of teacher questioning at home | 第28-30页 |
| ·Art and skill of teacher questioning | 第30-31页 |
| ·Comments on teacher questioning at home | 第31-32页 |
| ·Comments on studies abroad and at home | 第32-34页 |
| Chapter Three Theoretical Framework | 第34-42页 |
| ·The English New Curriculum | 第34-35页 |
| ·The Theory of Cooperative Learning | 第35-39页 |
| ·Definition | 第35-36页 |
| ·Major methods | 第36-37页 |
| ·Cooperative learning and English teaching | 第37-39页 |
| ·The Theory of Social Interaction | 第39-40页 |
| ·Group Dynamics | 第40-42页 |
| Chapter Four Research Methodology | 第42-45页 |
| ·Research Subjects | 第42-43页 |
| ·Research instrument | 第43-44页 |
| ·Data analysis | 第44-45页 |
| Chapter Five Results and Discussion | 第45-70页 |
| ·Results analysis | 第45-62页 |
| ·The situation of students’ cooperative learning | 第45-53页 |
| ·The results of questionnaires and interviews about cooperative learning | 第45-49页 |
| ·The results of questionnaires and interviews about teachers’ questioning | 第49-50页 |
| ·The results of interviews with teachers | 第50-53页 |
| ·The purposes of teacher questioning | 第53-55页 |
| ·The contents of teacher questioning | 第55-62页 |
| ·Results of teachers’ questioning types | 第56-58页 |
| ·Results of teachers’ questioning forms | 第58-59页 |
| ·Results of teachers’ questioning approaches | 第59-61页 |
| ·Results of teachers’ questioning objects | 第61-62页 |
| ·Discussions | 第62-70页 |
| ·The situation of students’ cooperative learning | 第62-64页 |
| ·The purposes of teacher questioning | 第64-65页 |
| ·The contents of teacher questioning | 第65-70页 |
| ·Teachers’ questioning types | 第65-67页 |
| ·Teachers’ questioning forms | 第67-68页 |
| ·Teachers’ questioning approaches | 第68-69页 |
| ·Teachers’ questioning objects Chapter Six Conclusion | 第69-70页 |
| Chapter Six Conclusion | 第70-77页 |
| ·Summary of the Findings of the Thesis | 第70-71页 |
| ·The Implications of the Study | 第71-75页 |
| ·Strengthen theoretical study and update teaching concepts | 第72页 |
| ·Study the new curriculum; define the ideas, tasks and aims of English teaching | 第72-73页 |
| ·To create a harmonious atmosphere for question asking | 第73页 |
| ·To improve the level of question asking | 第73-74页 |
| ·To cultivate students’ cooperative learning | 第74-75页 |
| ·The necessity of cultivating students’ cooperative learning | 第74页 |
| ·The role of cooperative learning in English teaching in junior middle school | 第74页 |
| ·The existing problems of cooperative learning in English teaching in junior middle school | 第74-75页 |
| ·The limitations of the study | 第75-76页 |
| ·Suggestions for the future study | 第76-77页 |
| Bibliography | 第77-82页 |
| Appendix1 | 第82-84页 |
| Appendix2 | 第84-88页 |
| Publication | 第88页 |
