| contents | 第1-6页 |
| Acknowledgements | 第6-7页 |
| Abstract | 第7-9页 |
| 中文摘要 | 第9-11页 |
| Chapter One Introduction | 第11-13页 |
| ·Background | 第11-12页 |
| ·Theoretical Basis | 第12页 |
| ·Organization of the Thesis | 第12-13页 |
| Chapter Two Multimedia-aided College English Teaching | 第13-27页 |
| ·Traditional English Teaching Mode at Colleges in China | 第13-22页 |
| ·Three Stages in China’s College English Teaching | 第13-14页 |
| ·Features of the Teacher-centered model of English Teaching | 第14-16页 |
| ·Limitations of the Teacher-centered Model of English Teaching | 第16-22页 |
| ·Multimedia-aided Teaching Mode | 第22-26页 |
| ·Development of Computer, Internet and Multimedia | 第22-23页 |
| ·Development of CALL | 第23-25页 |
| ·Main Components of Multimedia | 第25-26页 |
| ·Conclusion | 第26-27页 |
| Chapter Three Constructivism | 第27-36页 |
| ·Development of Constructivism | 第27页 |
| ·Main Ideas Of Constructivism | 第27-28页 |
| ·Piaget’s Constructivism | 第28-30页 |
| ·Levis Vygotsky’s Constructivism | 第30-31页 |
| ·Guiding Principles of Constructivism | 第31页 |
| ·Constructivism-Guided Language Learning | 第31-35页 |
| ·Why Apply Constructivism in Language Teaching | 第31-32页 |
| ·Creating Constructivism Learning Environment | 第32-33页 |
| ·How to Apply the Constructivism | 第33-35页 |
| ·Conclusion | 第35-36页 |
| Chapter Four Learner-centeredness and Autonomous Learning | 第36-48页 |
| ·Learner-centeredness | 第36-37页 |
| ·Learner-centered Model of English Teaching | 第37-39页 |
| ·Learner Autonomy | 第39-42页 |
| ·Definition of Learner Autonomy | 第40页 |
| ·Autonomous Learner | 第40-41页 |
| ·Significance of Learner Autonomy | 第41-42页 |
| ·Empirical Studies in Autonomous Learning | 第42-48页 |
| ·Features Of New Horizon College English | 第42-43页 |
| ·Two Types of Multimedia Classrooms | 第43页 |
| ·Learning Activities in the First-Type Multimedia Classroom | 第43-45页 |
| ·Learning Activities in the Second-Type Multimedia Classroom | 第45-46页 |
| ·A Comparison | 第46-48页 |
| Chapter Five The Change of Teacher’s Roles in Multimedia-aided College Language Teaching | 第48-65页 |
| ·Teacher’s Roles in Traditional Classrooms | 第48-51页 |
| ·Interrelationship of Teachers and Students in Multimedia-aided English Teaching | 第51-52页 |
| ·Teacher’s Roles in Multimedia-aided English Teaching | 第52-65页 |
| ·As a Planner | 第53-54页 |
| ·As a Controller | 第54-55页 |
| ·As a Supervisor | 第55-56页 |
| ·As a Prompter | 第56-58页 |
| ·As an Organizer | 第58-59页 |
| ·As a Participant | 第59-60页 |
| ·As an Assessor | 第60-61页 |
| ·As a Source | 第61-62页 |
| ·As a Facilitator | 第62-64页 |
| ·Summary | 第64-65页 |
| Chapter Six Conclusion | 第65-67页 |
| ·MAET and English Teachers’Roles | 第65页 |
| ·Challenge to English Teachers | 第65-66页 |
| ·Disadvantages of MAET | 第66-67页 |
| Bibliography | 第67-70页 |
