| Introduction | 第1-10页 |
| Chapter 1 Literature and Background Review | 第10-19页 |
| ·The source of intelligence | 第10-12页 |
| ·Mental disciplinarians' view | 第10-11页 |
| ·Psychedelic humanists' approach | 第11页 |
| ·Herbartian apperceptionists' approach | 第11页 |
| ·Scientific psychologists' approach | 第11页 |
| ·Behaviorists' approach | 第11-12页 |
| ·Cognitive approach | 第12页 |
| ·China's psychologists' view | 第12页 |
| ·The structure of intelligence | 第12-17页 |
| ·Spearman's two-factor theory | 第12-13页 |
| ·Thurstone's primary mental abilities | 第13页 |
| ·Guilford's structure of intellects | 第13页 |
| ·Gardner's theory of multiple intelligences | 第13-14页 |
| ·Sternberg's triarchic theory of human intelligence | 第14-15页 |
| ·China's psychologists' theories | 第15-17页 |
| ·The faculty of observation | 第15-16页 |
| ·The faculty of memory | 第16页 |
| ·The faculty of thinking | 第16页 |
| ·The faculty of imagination | 第16-17页 |
| ·The faculty of creativity | 第17页 |
| ·The measurement of intelligence | 第17-19页 |
| Chapter 2 College Students' Intellectual Development and Problems | 第19-31页 |
| 2 1 The general psychological development of college students | 第19-20页 |
| ·Stage one: adaptation | 第19页 |
| ·Stage two: overall development | 第19-20页 |
| ·Stage three: transition | 第20页 |
| ·The general characteristics of college students' intellectual development | 第20-23页 |
| ·The influence of college environment | 第20-21页 |
| ·The differences in cognitive style | 第21-23页 |
| ·Difference in metacognition | 第21-22页 |
| ·Differences in cognitive strategy | 第22页 |
| ·Characteristics in the stock of knowledge and experience | 第22-23页 |
| ·The characteristics in the five components of intelligence | 第23-31页 |
| ·The characteristics of observation | 第23页 |
| ·The characteristics of memory | 第23-25页 |
| ·Features of thinking | 第25-27页 |
| ·The traits of imagination | 第27-29页 |
| ·The traits in creativity | 第29-31页 |
| Chapter 3 The Significance of Developing College Students' Intelligence | 第31-35页 |
| ·The significance to individual development | 第31-33页 |
| ·The significance to the social development | 第33-35页 |
| Chapter 4 The Investigation of Remedial Strategies in College English Teaching to Help Develop Intelligence | 第35-68页 |
| ·Develop observational capability | 第35-40页 |
| ·the characteristics of well-developed faculty of observation | 第35页 |
| ·Improve observation through English teaching | 第35-40页 |
| ·The participation in meaningful activities | 第36-37页 |
| ·The involvement of sense organs | 第37-40页 |
| ·Enhance good memory | 第40-50页 |
| ·Features of good memory | 第40-41页 |
| ·Enhance memory in English teaching | 第41-50页 |
| ·The role of teaching aids | 第41-43页 |
| ·Application of association | 第43-45页 |
| ·Combination of concentrated and decentralized memorization | 第45-48页 |
| ·Detect the rules | 第48-49页 |
| ·Provision of materials arousing interests and curiosity | 第49-50页 |
| ·Improve the mode of thinking---logical thinking and imaginal thinking | 第50-58页 |
| ·Traits of good faculty of thinking | 第50-51页 |
| ·Enhance thinking in English teaching and learning | 第51-58页 |
| ·Use of teaching aids to enhance imaginal thinking | 第51-54页 |
| ·Teaching of grammar to enhance logical thinking | 第54-56页 |
| ·Encourage creative thinking | 第56-58页 |
| ·Remove stereotyped thoughts and thinking in English | 第58页 |
| ·Enrich imagination | 第58-62页 |
| ·Improved faculty of imagination | 第58-59页 |
| ·Enrich imagination in College English learning | 第59-62页 |
| ·Arouse interests in English | 第59-60页 |
| ·Help increase the store of images | 第60-61页 |
| ·Enrich knowledge and experience | 第61页 |
| ·Learn the use of figurative expressions | 第61-62页 |
| ·Elicit creativity | 第62-68页 |
| ·Characteristics of creativeness | 第62-63页 |
| ·Elicit creativity in English teaching | 第63-68页 |
| ·Frequent practice with English | 第63-65页 |
| ·The employment of questions in class | 第65-68页 |
| Conclusion | 第68-69页 |
| Bibliography | 第69-71页 |
| Appendix | 第71页 |
