| Acknowledgements | 第5-6页 |
| Abstract | 第6-7页 |
| 摘要 | 第8-12页 |
| 1. Introduction | 第12-16页 |
| 1.1 Background of the study | 第12页 |
| 1.2 Significance of the study | 第12-14页 |
| 1.3 Purpose of the study | 第14页 |
| 1.4 Structure of the thesis | 第14-16页 |
| 2. Literature Review | 第16-35页 |
| 2.1 Classroom questioning | 第16-23页 |
| 2.1.1 The definition of classroom questioning | 第16-17页 |
| 2.1.2 Question types | 第17-19页 |
| 2.1.3 Questioning response ways | 第19-20页 |
| 2.1.4 Questioning strategies | 第20-23页 |
| 2.2 Cognitive orientation of classroom questioning | 第23-24页 |
| 2.2.1 The definition of cognition | 第23页 |
| 2.2.2 The function of cognitive orientation of classroom questioning | 第23-24页 |
| 2.3 Related studies at home and abroad | 第24-28页 |
| 2.3.1 Related studies on classroom questioning at home | 第24-25页 |
| 2.3.2 Related studies on classroom questioning abroad | 第25-26页 |
| 2.3.3 Related studies on cognitive orientation of classroom questioning at home | 第26-28页 |
| 2.3.4 Related studies on cognitive orientation of classroom questioning abroad | 第28页 |
| 2.4 Theoretical basis | 第28-35页 |
| 2.4.1 Bloom's Taxonomy of Education Objectives in Cognitive Domain | 第28-32页 |
| 2.4.2 Vygotsky's Zone of Proximal Development | 第32-35页 |
| 3. Research Design | 第35-40页 |
| 3.1 Research questions | 第35页 |
| 3.2 Research subjects | 第35-37页 |
| 3.2.1 Student teachers and expert teachers | 第35-36页 |
| 3.2.2 Students in Senior Middle School | 第36-37页 |
| 3.3 Research instruments | 第37-38页 |
| 3.3.1 Classroom observation | 第37页 |
| 3.3.2 Questionnaire | 第37-38页 |
| 3.3.3 Interview | 第38页 |
| 3.4 Research procedure | 第38-39页 |
| 3.5 Data collection | 第39-40页 |
| 4. Results and Discussion | 第40-63页 |
| 4.1 Results | 第40-52页 |
| 4.1.1 Results from interview | 第40-43页 |
| 4.1.2 Results from questionnaire | 第43-46页 |
| 4.1.3 Results from classroom observation | 第46-52页 |
| 4.1.3.1 Question types | 第46-48页 |
| 4.1.3.2 Questioning response ways | 第48-49页 |
| 4.1.3.3 Questioning strategies | 第49-52页 |
| 4.1.4 Summary on characteristics of eight teachers' questioning | 第52页 |
| 4.2 Discussion | 第52-60页 |
| 4.2.1 The difference in cognitive orientation of question types between studentteachers and expert teachers | 第52-55页 |
| 4.2.2 The difference in cognitive orientation of questioning response waysbetween student teachers and expert teachers | 第55-57页 |
| 4.2.3 The difference in cognitive orientation of questioning strategies betweenstudent teachers and expert teachers | 第57-60页 |
| 4.3 The reasons attributing to the differences between student teachers and expertteachers | 第60-63页 |
| 5. Conclusion | 第63-68页 |
| 5.1 Major findings of this research | 第63-64页 |
| 5.2 Pedagogical implications | 第64-66页 |
| 5.3 Limitations | 第66-67页 |
| 5.4 Suggestions for further study | 第67-68页 |
| Bibliography | 第68-71页 |
| Appendix | 第71-82页 |
| Appendix A | 第71-72页 |
| Appendix B | 第72-79页 |
| Appendix C | 第79-82页 |
| Appendix D | 第82页 |
