| Abstract | 第3-4页 |
| 中文摘要 | 第5-10页 |
| Chapter One Introduction | 第10-17页 |
| 1.1 Research background | 第10-12页 |
| 1.2 Origin of the study | 第12-14页 |
| 1.2.1 the inevitable choice of social progress and development | 第12页 |
| 1.2.2 the inevitable choice of the New Curriculum Reform | 第12-13页 |
| 1.2.3 the inevitable choice of compulsory education | 第13-14页 |
| 1.3 Research Purpose and Significance | 第14-15页 |
| 1.3.1 Research Purpose | 第14-15页 |
| 1.3.2 Research Significance | 第15页 |
| 1.4 The Structure of the Thesis | 第15-17页 |
| Chapter Two Literature Review | 第17-31页 |
| 2.1 Conceptual Definitions of Relevant Key Terms | 第17-23页 |
| 2.1.1 Teachers' Professionalization | 第17-18页 |
| 2.1.2 Teachers' Professional Development | 第18-21页 |
| 2.1.3 Middle School English Teachers' Professional Development | 第21-23页 |
| 2.2 Theoretical Foundation of Teachers' Professional Development | 第23-27页 |
| 2.2.1 Maslow's Self-Actualization Theory | 第23页 |
| 2.2.2 Constructivist Theory | 第23-26页 |
| 2.2.3 Action Research | 第26-27页 |
| 2.3 Relative Researches at Home and Abroad | 第27-31页 |
| 2.3.1 Researches Abroad | 第27-28页 |
| 2.3.2 Researches at Home | 第28-30页 |
| 2.3.3 Limitations of the Previous Research | 第30-31页 |
| Chapter Three Research Methodology | 第31-34页 |
| 3.1 Research Objectives | 第31页 |
| 3.2 Research Questions | 第31页 |
| 3.3 Research Subjects | 第31-32页 |
| 3.4 Research Instruments | 第32-33页 |
| 3.4.1 Questionnaire | 第32页 |
| 3.4.2 Interview | 第32-33页 |
| 3.5 Procedure | 第33-34页 |
| Chapter Four Data Collection and Analysis | 第34-47页 |
| 4.1 Data Collection | 第34页 |
| 4.2 Data Analysis | 第34-47页 |
| 4.2.1 Teachers' Personal Information | 第34-36页 |
| 4.2.2 Teachers' Professional Knowledge | 第36-38页 |
| 4.2.3 Teachers' Specialized Capabilities | 第38-41页 |
| 4.2.4 Teachers' Ability of Scientific Research | 第41-43页 |
| 4.2.5 Teachers' Professional Expansion | 第43-44页 |
| 4.2.6 Teachers' Emotional Attitude & Educational Belief | 第44-47页 |
| Chapter Five Countermeasures and Strategies | 第47-54页 |
| 5.1 Teachers' Professional Autonomy | 第47-52页 |
| 5.1.1 Improving Teachers' Self-Consciousness | 第47-48页 |
| 5.1.2 Improving Teachers' Professional Qualities | 第48-50页 |
| 5.1.3 Constructing Teacher Learning Community | 第50-51页 |
| 5.1.4 Constructing Teachers' Action Research | 第51-52页 |
| 5.2 Optimize School Management | 第52-53页 |
| 5.2.1 Strengthening the Understanding of School Leaders | 第52页 |
| 5.2.2 Improving the Condition of Professional Development | 第52页 |
| 5.2.3 Creating a Harmonious Atmosphere of Development | 第52-53页 |
| 5.3 Increase Training Input | 第53-54页 |
| 5.3.1 Recognition of the Local Authority | 第53页 |
| 5.3.2 Offering Various Training Programs | 第53-54页 |
| Chapter Six Conclusion | 第54-57页 |
| 6.1 Major Findings | 第54-56页 |
| 6.2 Limitations | 第56页 |
| 6.3 Suggestions for future study | 第56-57页 |
| Appendix Ⅰ | 第57-62页 |
| Appendix Ⅱ | 第62-63页 |
| BIBLIOGRAPHY | 第63-66页 |
| ACKNOWLEDGEMENTS | 第66页 |
