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CBI课程改革背景下的教师知识研究--以某高校公共研究生英语教师为例

Acknowledgements第5-6页
Abstract第6-7页
摘要第8-13页
Chapter One Introduction第13-20页
    1.1 Background第13-15页
    1.2 Purpose of the research第15页
    1.3 Significance of the research第15-18页
    1.4 Outline of the thesis第18-19页
    1.5 Summary第19-20页
Chapter Two Literature Review第20-39页
    2.1 Definitions of CBI第20-26页
        2.1.1 Concept of CBI第20-22页
        2.1.2 “Content”in CBI第22-23页
        2.1.3 Models of CBI第23-26页
    2.2 Definitions of teacher knowledge第26-31页
        2.2.1 Concepts of teacher knowledge第26-27页
        2.2.2 Teacher knowledge framework第27-29页
        2.2.3 Shulman’ s teacher knowledge framework第29-31页
    2.3 A review of previously conducted studies第31-36页
    2.4 Limitations in the previous study第36-38页
    2.5 Summary第38-39页
Chapter Three Research Design and Methodology第39-47页
    3.1 Research design第39-40页
    3.2 Subjects第40-41页
    3.3 Research instruments第41-45页
        3.3.1 Classroom observation第41-44页
            3.3.1.1 Introduction to classroom observation scale第41-42页
            3.3.1.2 Description of observation items第42-44页
        3.3.2 Semi-structured interviews第44-45页
    3.4 Data collection and analysis第45-46页
    3.5 Summary第46-47页
Chapter Four Results and Discussions第47-57页
    4.1 Results and discussion of research question 1: Features of CBI teachers’teacherknowledge第47-53页
        4.1.1 Results for research question 1第47-52页
        4.1.2 Discussions of CBI teachers’ teacher knowledge in CBI class第52-53页
    4.2 Results and discussion of research question 2: Origins of CBI teachers’CK and PCK第53-56页
    4.3 Summary第56-57页
Chapter Five Conclusion第57-62页
    5.1 Major findings第57-58页
    5.2 Implications第58-60页
        5.2.1 Implications for CBI teachers第58-59页
        5.2.2 Implications for CBI reform administrator第59-60页
    5.3 Limitations of this study and suggestions for the future research第60-61页
    5.4 Summary第61-62页
Appendixes第62-71页
Bibliography第71-75页
Publications第75页

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