| CONTENTS | 第1-8页 |
| ABBREVIATIONS | 第8-9页 |
| ACKNOWLEDGMENTS | 第9-10页 |
| 1. INTRODUCTION | 第10-13页 |
| ·Background | 第10-12页 |
| ·Research Questions | 第12-13页 |
| 2. TRADITIONAL BELIEFS ABOUT EDUCATION | 第13-17页 |
| ·Traditional Roles of Teacher | 第14页 |
| ·Traditional Beliefs About Learning and Learners | 第14-15页 |
| ·The Disadvantages of Traditional Teaching and Learning to Learners | 第15-17页 |
| 3. THEORETICAL BASIS: A SOCIAL CONSTRUCTIVIST APPROACH, THE THEORY OF ZPD AND MEDIATION | 第17-32页 |
| ·A Constructivist Approach | 第17-21页 |
| ·A Constructivist View of Education | 第17-18页 |
| ·A Constructivist View of Teaching | 第18-20页 |
| ·The Teacher as Reflective Practitioner | 第20-21页 |
| ·The Theory of ZPD and Mediation | 第21-25页 |
| ·The Definition of ZPD | 第22页 |
| ·Distal Zone and Proximal Zone | 第22-24页 |
| ·Four-Stage Model of ZPD | 第24-25页 |
| ·The Significance of ZPD | 第25页 |
| ·The Theory of Mediation | 第25-30页 |
| ·Feuerstein's Theory of Mediation | 第26-27页 |
| ·The Model of Mediation | 第27页 |
| ·The Differences Between Mediator and Disseminator of Information | 第27-28页 |
| ·Key Features of Mediation | 第28-30页 |
| ·The Relationship Between ZPD and Mediation | 第30-31页 |
| ·The Significance of Mediator | 第31-32页 |
| 4. SUGGESTIONS ON HOW TO HELP LEARNERS GO THROUGH THEIR ZPD AND BECOME AUTONOMOUS LEARNERS | 第32-59页 |
| ·Carrying Out the Investigation of Student's ZPD | 第32-34页 |
| ·Two Different Kinds of Information Categogries | 第33页 |
| ·Techniques for Data Collection of Students | 第33-34页 |
| ·The Significance of Students' Analysis | 第34页 |
| ·Advocating the Task-Based Teaching Mode | 第34-39页 |
| ·Tasks in Foreign Language Teaching | 第35页 |
| ·Task Components and Task Difficulty | 第35-36页 |
| ·Teachers' Mediation Role in the Task-Based Approach | 第36-39页 |
| ·Enabling Learners to Take Control of Learning | 第39-47页 |
| ·The Development and Importance of Self-Concept | 第40-42页 |
| ·Fostering Learners' Feeling of Self-Competence | 第42-43页 |
| ·Helping Students to Take Control of Their Behaviors | 第43-44页 |
| ·Encouraging Students to Set Their Own Goals | 第44页 |
| ·Providing An Appropriate Challenge in Tasks | 第44-45页 |
| ·Developing Learners' Awareness of Change | 第45-47页 |
| ·Believing in Positive Outcomes | 第47页 |
| ·Carrying Out Learner Strategy Training in Foreign Language Teaching | 第47-51页 |
| ·The Goal of Strategy Training | 第48-49页 |
| ·Integrating the Strategies-Based Instruction with Language Tasks | 第49-50页 |
| ·Teachers' Mediation Role in Strategies Training | 第50-51页 |
| ·Fostering Students' Social Development | 第51-55页 |
| ·Encouraging Cooperative Learning | 第52-54页 |
| ·Encouraging Individuality and Developing A Feeling of Belonging | 第54-55页 |
| ·Arousing and Sustaining Learners' Motivation | 第55-58页 |
| ·A Proposed Definition of Motivation | 第55-56页 |
| ·The Involvement of Significant Teachers | 第56-58页 |
| ·Utilizing Modern Teaching Techniques for Language Teaching and Learning | 第58-59页 |
| 5. CONCLUSION | 第59-61页 |
| ·Conclusion of the Research | 第59-60页 |
| ·Limitations of the Research and Suggestions for Further Study | 第60-61页 |
| REFERENCES | 第61-71页 |
