| 摘要 | 第5-6页 |
| Abstract | 第6-7页 |
| Chapter One Introduction | 第10-14页 |
| 1.1 Research Background | 第10-11页 |
| 1.2 Research Significance | 第11-12页 |
| 1.3 Structure of the Thesis | 第12-14页 |
| Chapter Two Literature Review | 第14-26页 |
| 2.1 Differentiated Instruction | 第14-18页 |
| 2.1.1 Definition of Differentiated Instruction | 第14-15页 |
| 2.1.2 Development of the Differentiated Instruction | 第15-18页 |
| 2.1.2.1 Domestic Development of the Differentiated Instruction | 第15-17页 |
| 2.1.2.2 Researches and Development of Differentiated Instruction Aboard | 第17-18页 |
| 2.2 Theoretical Basis of the Differentiated Instruction in Junior Middle School | 第18-22页 |
| 2.2.1 Constructivism Learning Theory | 第18-19页 |
| 2.2.2 Theory of Multiple Intelligences | 第19-20页 |
| 2.2.3 Taxonomy of Educational Objectives | 第20-22页 |
| 2.3 Task-based classroom | 第22-25页 |
| 2.3.1 The Definition of “Task” | 第22页 |
| 2.3.2 Task Components | 第22-24页 |
| 2.3.3 Implementing the Differentiated Instruction in the Task-based Classroom | 第24-25页 |
| 2.3.3.1 Connotation | 第24页 |
| 2.3.3.2 Teaching Principles | 第24-25页 |
| 2.3.3.3 Teaching Procedures | 第25页 |
| 2.4 Theoretical Rationale of Differentiated Instruction in the Task-based classroom | 第25-26页 |
| Chapter Three Research Design | 第26-32页 |
| 3.1 Experimental Objectives | 第26页 |
| 3.2 Research Questions | 第26页 |
| 3.3 Subjects | 第26-27页 |
| 3.4 Instruments | 第27-28页 |
| 3.4.1 Questionnaires | 第27页 |
| 3.4.2 Interviews | 第27页 |
| 3.4.3 Observations | 第27页 |
| 3.4.4 Tests | 第27-28页 |
| 3.5 Procedures | 第28-30页 |
| 3.5.1 Experimental Process | 第28页 |
| 3.5.2 Experimental Implementation | 第28-30页 |
| 3.5.2.1 Implementation of Differentiated Reading Instruction in the Task-based Classroom | 第28-30页 |
| 3.5.2.2 Traditional Teaching Mode in the Control Class | 第30页 |
| 3.6 Data Collection | 第30-32页 |
| 3.6.1 Data of the Questionnaires | 第30-31页 |
| 3.6.2 Data of the Interviews | 第31-32页 |
| Chapter Four Results and Discussion | 第32-43页 |
| 4.1 Effects of Differentiated Instruction in the Task-based Classroom and Traditional Teaching Mode on Students’ Reading Proficiency | 第32-36页 |
| 4.1.1 Analysis of the Reading Test Scores in the Pretest | 第32-33页 |
| 4.1.2 Analysis of the Written Test in the Posttest | 第33页 |
| 4.1.3 Discussion | 第33-36页 |
| 4.2 Students’ Interest toward English Learning and Teaching before and after the Experiment | 第36-43页 |
| 4.2.1 Students’ Interest toward English Learning before the Experiment | 第36-37页 |
| 4.2.2 Students’ Interest toward English Learning after the Experiment | 第37-38页 |
| 4.2.3 Students’ Interest toward English Teaching before the Experiment | 第38-39页 |
| 4.2.4 Students’ Interest toward English Teaching after the Experiment | 第39-40页 |
| 4.2.5 Analysis of Interviews | 第40-41页 |
| 4.2.6 Discussion | 第41-43页 |
| Chapter Five Conclusion | 第43-47页 |
| 5.1 Major Findings | 第43-44页 |
| 5.2 Implication | 第44页 |
| 5.3 Limitations and Further Study | 第44-45页 |
| 5.4 Suggestions | 第45-47页 |
| References | 第47-51页 |
| Appendix A | 第51-52页 |
| Appendix B | 第52-53页 |
| Appendix C | 第53-54页 |
| Appendix E | 第54-60页 |
| Appendix F | 第60-65页 |
