| Acknowledgement s | 第1-7页 |
| Abstract | 第7-9页 |
| 内容摘要 | 第9-10页 |
| Chapter One Introduction | 第10-15页 |
| ·Motivations | 第10-11页 |
| ·Objectives of the Present Study | 第11-12页 |
| ·Significance of the Present Study | 第12-13页 |
| ·Revealing the Nature of Teacher Knowledge | 第12页 |
| ·Emphasizing an Overall Understanding of Teacher Knowledge | 第12-13页 |
| ·Providing a Guideline to Improve the Knowledge Structure of Teachers | 第13页 |
| ·Layout of the Thesis | 第13-15页 |
| Chapter Two Literature Review | 第15-24页 |
| ·Conceptual Framework for Situated Knowledge | 第15-16页 |
| ·Classification of Situated Knowledge | 第16-22页 |
| ·Subject-oriented "Content Knowledge" | 第16-19页 |
| ·Practice-oriented "Situated Knowledge" | 第19-22页 |
| ·High School English Curriculum Reform | 第22-23页 |
| ·Research Hypothesis | 第23-24页 |
| Chapter Three Research Design | 第24-29页 |
| ·Research Structure and Participant Selection | 第24-25页 |
| ·Methods | 第24页 |
| ·Participants | 第24-25页 |
| ·Research Setting | 第25-26页 |
| ·A Case-based Activity | 第25-26页 |
| ·Classroom Observation | 第26页 |
| ·Data Sources and Collection | 第26-27页 |
| ·Data Analysis | 第27-29页 |
| Chapter Four Research Findings | 第29-53页 |
| ·Results of the Literature Study | 第29-38页 |
| ·Understanding on the Nature of Teacher Knowledge | 第29-30页 |
| ·Theoretical Base for the Important of Situated Knowledge | 第30-38页 |
| ·Results of the Case-based Activity | 第38-42页 |
| ·Conceptual Case Knowledge | 第38-40页 |
| ·Shared Identities and Beliefs | 第40-42页 |
| ·Results of the Classroom Observation | 第42-53页 |
| Chapter Five Conclusion | 第53-56页 |
| ·Implications of the Research | 第53-54页 |
| ·Limitations and Suggestions | 第54-56页 |
| References | 第56-59页 |
