| 摘要 | 第4-6页 |
| Abstract | 第6-7页 |
| Chapter One Introduction | 第11-17页 |
| 1.1 The Research Background | 第11-13页 |
| 1.2 The purposes of the study | 第13页 |
| 1.3 The significances of the study | 第13-15页 |
| 1.4 The structure of this thesis | 第15-17页 |
| Chapter Two Literature Review | 第17-25页 |
| 2.1 Curriculum resources | 第17-19页 |
| 2.1.1 The definition of curriculum resources | 第17-18页 |
| 2.1.2 The requirements of cultivating a new perception of curriculum resources | 第18-19页 |
| 2.2 Language learning theories | 第19-21页 |
| 2.2.1 Krashen’s Input Hypothesis | 第19-20页 |
| 2.2.2 Vygotsky’s theory of ZPD | 第20页 |
| 2.2.3 The whole-person development theory | 第20-21页 |
| 2.2.4 Enlightenment of these theories | 第21页 |
| 2.3 Empirical study review | 第21-25页 |
| 2.3.1 Study on curriculum resource development and utilization | 第21-23页 |
| 2.3.2 Study on ICT integration | 第23页 |
| 2.3.3 The gap left in previous study | 第23-25页 |
| Chapter Three Methodology | 第25-29页 |
| 3.1 Research questions | 第25页 |
| 3.2 Participants | 第25-26页 |
| 3.3 Instruments | 第26-29页 |
| 3.3.1 Questionnaires | 第26-27页 |
| 3.3.2 Interviews | 第27-29页 |
| Chapter Four Results and Discussions | 第29-41页 |
| 4.1 Findings from questionnaires | 第29-35页 |
| 4.1.1 Teacher questionnaire and analysis | 第29-32页 |
| 4.1.2 Student questionnaire and analysis | 第32-35页 |
| 4.2 Findings from interviews | 第35-37页 |
| 4.2.1 Teachers’ interview result | 第35-36页 |
| 4.2.2 Administrators’ interview result | 第36-37页 |
| 4.3 Problems in developing and utilizing English curriculum resources based on ICT | 第37-41页 |
| 4.3.1 Teachers’ incomplete cognition of curriculum resources | 第38页 |
| 4.3.2 Low level of teachers’ ICT literacy | 第38-39页 |
| 4.3.3 Students’ inactivity and little engagement | 第39页 |
| 4.3.4 Low efficiency of the developed resources | 第39-40页 |
| 4.3.5 Difficult construction and management of curriculum resources bank | 第40-41页 |
| Chapter Five Implications and countermeasures | 第41-74页 |
| 5.1 Principles of developing and utilizing curriculum resources based on ICT | 第41-48页 |
| 5.1.1 Taking students’ life experiences into consideration | 第42-44页 |
| 5.1.2 Updating, supplementing and expanding the textbooks | 第44-46页 |
| 5.1.3 Highlighting the humanity function of language | 第46-47页 |
| 5.1.4 Creating authentic learning contexts | 第47-48页 |
| 5.2 Countermeasures against the problems | 第48-55页 |
| 5.2.1 Modifying teachers’ cognition of curriculum resources | 第49页 |
| 5.2.2 Improving teachers’ ICT literacy and competence | 第49-51页 |
| 5.2.3 Encouraging students’ initiative and engagement | 第51-52页 |
| 5.2.4 Maximizing the value of the developed resources | 第52-54页 |
| 5.2.5 Perfecting the construction and management of curriculum resources bank | 第54-55页 |
| 5.3 Detailed cases of developing and utilizing curriculum resources based on ICT | 第55-74页 |
| 5.3.1 Trial of flipped classroom model | 第55-63页 |
| 5.3.2 Writing practice via the platform of Pigai.org | 第63-74页 |
| Chapter Six Conclusion | 第74-76页 |
| 6.1 Limitations | 第74-75页 |
| 6.2 Future research suggestions | 第75-76页 |
| Bibliography | 第76-83页 |
| Appendices | 第83-92页 |
| Acknowledgements | 第92-93页 |
| Achievements in Scientific Research at School | 第93页 |
