| ACKNOWLEDGEMENTS | 第3-4页 |
| ABSTRACT | 第4-5页 |
| 摘要 | 第6-10页 |
| LIST OF TABLES AND FIRUGES | 第10-11页 |
| Chapter One Introduction | 第11-16页 |
| 1.1 Research questions generated | 第11-12页 |
| 1.2 The background of the current New Curriculum innovation in middle schools | 第12-15页 |
| 1.3 The structure of the thesis | 第15-16页 |
| Chapter Two Literature review | 第16-30页 |
| 2.1 Introduction | 第16-17页 |
| 2.2 Understanding curriculum | 第17-21页 |
| 2.2.1 Two contrastive conceptualizations of curriculum | 第17-20页 |
| 2.2.2 The interpretation of New Curriculum discourse | 第20-21页 |
| 2.3. Understanding curriculum innovation | 第21-25页 |
| 2.3.1 Definitions | 第21-22页 |
| 2.3.2 The approaches and issues of curriculum innovation | 第22-24页 |
| 2.3.3 Teachers' professional life in curriculum innovation | 第24-25页 |
| 2.4. Understanding teachers' reflection | 第25-30页 |
| 2.4.1 Concepts and classification of reflection | 第25-26页 |
| 2.4.2 Reflective teaching practices | 第26-30页 |
| Chapter Three Methodology | 第30-35页 |
| 3.1 Methods considerations | 第30-31页 |
| 3.2 Participants | 第31-32页 |
| 3.3 Data collection | 第32-33页 |
| 3.4 Data analysis | 第33-35页 |
| Chapter Four Three teachers' professional life in senior middle schools: A narrative inquiry | 第35-41页 |
| 4.1 Zhao Fengxia: Awaking to improving professional competence | 第35-36页 |
| 4.2 Li Jianguo: Conceptualizing teaching as a way of survival | 第36-38页 |
| 4.3 Wang Yong: Taking uneasy conditions as a chance for reflection | 第38-39页 |
| 4.4 Shared characteristics among the participants | 第39-41页 |
| Chapter Five Curriculum as social practices: Results of data analysis | 第41-60页 |
| 5.1 Curriculum as a discourse | 第41-44页 |
| 5.2 Curriculum as an activity | 第44-51页 |
| 5.3.Curriculum as school life | 第51-54页 |
| 5.4 Curriculum as reflective practices | 第54-60页 |
| Chapter Six Discussions | 第60-73页 |
| 6.1 Interpreting the discursive impact of New Curriculum innovation | 第60-65页 |
| 6.1.1 Existent discrepancies leading to teachers' inactivity | 第62-63页 |
| 6.1.2 Powerless position leading to passive conformity | 第63-65页 |
| 6.2 Redefining teachers' professional practices in curriculum innovation | 第65-67页 |
| 6.3 Understanding teachers as curriculum planners | 第67-70页 |
| 6.4 Strengthening teaching as a profession | 第70-73页 |
| Chapter Seven Conclusion | 第73-76页 |
| 7.1 Major findings | 第73-74页 |
| 7.2 Implications | 第74-75页 |
| 7.3 Limitations | 第75-76页 |
| Bibliography | 第76-81页 |
| Appendix Ⅰ | 第81-82页 |
| Appendix Ⅱ: | 第82-84页 |
| Appendix Ⅲ | 第84-91页 |
| Appendix Ⅳ | 第91-94页 |
| Appendix Ⅴ: | 第94-96页 |
| Works published | 第96-97页 |
| 学位论文独创性声明 | 第97页 |
| 学位论文使用授权声明 | 第97页 |
