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探究性学习在高中英语教学中的调查研究

Abstract第3-4页
摘要第5-8页
1. Introduction第8-14页
    1.1 Research background第8-10页
        1.1.1 New curriculum reform requirements第8-9页
        1.1.2 Problems and inadequacies in current inquiry learning第9-10页
    1.2 Research Purpose第10页
    1.3 Research significance第10-11页
        1.3.1 Theoretical value of the study第10-11页
        1.3.2 Practical value of the study第11页
    1.4 The Organization of the thesis第11-14页
2. Literature Review第14-28页
    2.1 Connotation of inquiry learning第14-21页
        2.1.1 Definition of inquiry learning第14-15页
        2.1.2 Elements of inquiry learning第15-18页
        2.1.3 Characteristics of inquiry learning第18-21页
    2.2 Theoretical basis of inquiry learning第21-24页
        2.2.1 Constructive theory第21-22页
        2.2.2 “Zone of Proximal Development” theory第22-23页
        2.2.3 Humanistic theory第23-24页
    2.3 Previous research on inquiry learning第24-28页
        2.3.1 Studies on inquiry learning abroad第24-25页
        2.3.2 Studies on inquiry learning at home第25-28页
3. Research Methodology第28-32页
    3.1 Research questions第28页
    3.2 Research subjects第28页
    3.3 Research instruments第28-32页
        3.3.1 Questionnaire第29-30页
        3.3.2 Interview第30-32页
4. Data Analysis and Discussion第32-54页
    4.1 Data analysis第32-51页
        4.1.1 Students’ awareness on inquiry learning第32-34页
        4.1.2 Teachers’ recognition and understanding on inquiry learning第34-38页
        4.1.3 Objective setting and content selection for inquiry learning第38-40页
        4.1.4 The situation creation for inquiry learning第40-42页
        4.1.5 The process and mode of inquiry learning第42-46页
        4.1.6 The evaluation of inquiry learning第46-49页
        4.1.7 The reflection of inquiry learning第49-50页
        4.1.8 The implementation of inquiry learning第50-51页
    4.2 Discussion第51-54页
        4.2.1 English teachers’ understanding about inquiry learning第51-52页
        4.2.2 The organization of inquiry learning第52页
        4.2.3 The implementation of inquiry learning第52-54页
5. Conclusions第54-64页
    5.1 Major findings第54-55页
    5.2 Implications第55-62页
        5.2.1 For education administration第55-56页
        5.2.2 For school management第56-58页
        5.2.3 For English teachers第58-62页
    5.3 Limitations and suggestions for further study第62-64页
References第64-68页
Appendix A第68-72页
Appendix B第72-76页
Acknowledgements第76-78页
Publications第78页

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