| Acknowledgment | 第1-5页 |
| Abstract | 第5-6页 |
| 摘要 | 第6-7页 |
| Chapter One Introduction | 第7-11页 |
| 1. The origin of the study | 第7-8页 |
| 2. Purpose of the study | 第8-10页 |
| 3. The structure of this thesis | 第10-11页 |
| Chapter Two Literature Review | 第11-21页 |
| 1. A brief review on the roots of the Western education | 第11-14页 |
| 2. Areflection on the education in China | 第14-17页 |
| 3. Narrative inquiry | 第17-20页 |
| ·Basic understanding of Narrative inquiry | 第17-19页 |
| ·Researches with narrative inquiry | 第19-20页 |
| 4. Summary | 第20-21页 |
| Chapter Three Theoretical Foundations for Ontological Education | 第21-31页 |
| 1. Real education towards disclosure of being | 第21-23页 |
| 2. Ways of knowing | 第23-24页 |
| 3. Heidegger's concept of Being-in-the-world related to education | 第24-27页 |
| 4. Authenticity: Ontological education against enframing | 第27-31页 |
| Chapter Four Methodology | 第31-37页 |
| 1. How to collect data | 第31-32页 |
| 2. Participants in the Study | 第32-33页 |
| 3. The identity "I" as both participant and researcher | 第33-34页 |
| 4. Why do I use narrative inquiry as my methodology? | 第34-37页 |
| Chapter Five An Ontological Inquiry of Language Teaching | 第37-59页 |
| 1. Integrate self, students, subjects and the world | 第37-43页 |
| ·Students' alienation from life and the world | 第37-41页 |
| ·Disclosure of being towards communicative understanding | 第41-43页 |
| 2. Back to Ourselves: Authentic modeling is the best way of teaching | 第43-54页 |
| ·Inauthenticity in the teachers' divided life | 第44-51页 |
| ·Genuine being: Teaching for the maintenance of education? | 第51-54页 |
| 3. Understanding life and ourselves as a way towards authenticity | 第54-59页 |
| Chapter Six Conclusion and Implications | 第59-61页 |
| Reference Books | 第61-66页 |
