| Acknowledgements | 第3-4页 |
| Abstract | 第4-5页 |
| 摘要 | 第6-8页 |
| Contents | 第8-11页 |
| Chapter One Introduction | 第11-16页 |
| 1.1 Origin of the study | 第11-13页 |
| 1.2 Significance of the study | 第13-14页 |
| 1.3 Structure of the thesis | 第14-16页 |
| Chapter Two Literature Review | 第16-38页 |
| 2.1 Overview the literature | 第16-18页 |
| 2.2 Understanding of sustainable learning communities as a living system | 第18-30页 |
| 2.2.1 Defining learning communities as a living system | 第18-20页 |
| 2.2.2 Defining the sustainability of learning communities | 第20-21页 |
| 2.2.3 Spotlighting sustainable issues of learning communities | 第21-30页 |
| 2.2.3.1 Authentic learning centered | 第21-24页 |
| 2.2.3.2 Teachers' capacity of interpreting and analyzing their life condition and making response | 第24-30页 |
| 2.2.3.2.1 Teachers' personal and interpersonal capacity | 第24-27页 |
| 2.2.3.2.2 Teachers' inner power as the courage to teach | 第27-28页 |
| 2.2.3.2.3 Teachers' learning and growing as meaning negotiation and change | 第28-30页 |
| 2.3 Research on RICH-TC | 第30-37页 |
| 2.3.1 The chronological development of RICH-TC | 第30-33页 |
| 2.3.2 RICH Education Practice | 第33-35页 |
| 2.3.2.1 As a teaching approach | 第34-35页 |
| 2.3.2.2 As a new narrative of foreign language education | 第35页 |
| 2.3.3 RICH-TC as a professional learning community | 第35-37页 |
| 2.4 Summary | 第37-38页 |
| Chapter Three Research Methodology | 第38-51页 |
| 3.1 Research settings | 第38-43页 |
| 3.1.1 The site | 第38-40页 |
| 3.1.2 The participants | 第40-42页 |
| 3.1.3 The Research questions | 第42-43页 |
| 3.2 Research methodology | 第43-45页 |
| 3.2.1 Case study | 第43-44页 |
| 3.2.2 Ethnography | 第44页 |
| 3.2.3 Narrative inquiry | 第44-45页 |
| 3.3 Data collection and analysis | 第45-51页 |
| 3.3.1 Data collection | 第45-49页 |
| 3.3.1.1 Observation | 第47-48页 |
| 3.3.1.2 Interview | 第48-49页 |
| 3.3.2 Data analysis | 第49-50页 |
| 3.3.3 Research limitation | 第50-51页 |
| Chapter Four Lived Stories of RICH-TC | 第51-87页 |
| 4.1 I want to learn the narrative of RICH education | 第51-62页 |
| 4.1.1 The topics might not be the topics | 第51-55页 |
| 4.1.1.1 Please,do "not merely listen to me here"! | 第52-54页 |
| 4.1.1.2 "Never judge a book too quickly by its cover"! | 第54-55页 |
| 4.1.2 RICH is too rich! | 第55-58页 |
| 4.1.2.1 "I am not a RICH teacher!" | 第55页 |
| 4.1.2.2 "RICH Method is too metaphorical!" | 第55-56页 |
| 4.1.2.3 Your students are at a higher level! | 第56-57页 |
| 4.1.2.4 I am embarrassed too much! | 第57-58页 |
| 4.1.3 Education is farming! | 第58-60页 |
| 4.1.3.1 "I can not force it bloom!" | 第58-59页 |
| 4.1.3.2 I am a "Granny"! | 第59-60页 |
| 4.1.4 Articulation is necessary for financial support | 第60-61页 |
| 4.1.5 Wind tends to blow and torture the largest tree | 第61-62页 |
| 4.2 Who seeds and takes care of it? | 第62-81页 |
| 4.2.1 I am hungry to learn and authoritative in students' learning | 第62-63页 |
| 4.2.2 I want to join your group discussion | 第63-64页 |
| 4.2.3 Let's make a change! | 第64-65页 |
| 4.2.4 Let's liberate the students to learn! | 第65-69页 |
| 4.2.4.1 You can teach in the way you feel comfortable | 第66-67页 |
| 4.2.4.2 Practitioners become the theorists! | 第67-68页 |
| 4.2.4.3 Let's enRICH our practice | 第68-69页 |
| 4.2.5 The practitioners become the researchers! | 第69-72页 |
| 4.2.5.1 Let's retell RICH stories! | 第70-71页 |
| 4.2.5.2 The practitioners become curriculum! | 第71-72页 |
| 4.2.6 Teachers need a home to dwell! | 第72-75页 |
| 4.2.7 Discipline group is a possible case | 第75-76页 |
| 4.2.8 Walking, running, and flying are all growing! | 第76-78页 |
| 4.2.9 Tears and "Gemen" relationship mirror the real life | 第78-81页 |
| 4.3 Let's empower the teachers! | 第81-85页 |
| 4.3.1 Hosting should be a historical mission! | 第81-82页 |
| 4.3.2 Flower is blooming and withering silently | 第82-84页 |
| 4.3.3 Preparing should center on the teachers' development | 第84-85页 |
| 4.4 "Buying stories is OK!" | 第85-87页 |
| Chapter Five Inquiring the Sustainability of RICH-TC | 第87-123页 |
| 5.1 Features of RICH-TC as a Sustainable professional learning community | 第87-109页 |
| 5.1.1 Teachers as dream catchers | 第88-93页 |
| 5.1.1.1 Dreaming to be the best | 第88-89页 |
| 5.1.1.2 Dreaming to make a change | 第89页 |
| 5.1.1.3 Dreaming to liberate students' learning | 第89-90页 |
| 5.1.1.4 Dreaming to transform the dominant narrative of foreign language education | 第90-91页 |
| 5.1.1.5 Dreaming to achieve a harmonious professional life | 第91-92页 |
| 5.1.1.6 Dreaming to empower the teachers in the nation | 第92-93页 |
| 5.1.2 Teachers as learners | 第93-102页 |
| 5.1.2.1 Teachers as passionate learners | 第94-96页 |
| 5.1.2.2 Teachers as storytellers | 第96-98页 |
| 5.1.2.3 Teachers collective inquirers | 第98-102页 |
| 5.1.3 Teachers as students' learning supporters | 第102-104页 |
| 5.1.4 Teachers as leaders | 第104-107页 |
| 5.1.5 Teachers as "friends" | 第107-109页 |
| 5.2 Sustainable factors of RICH-TC as a professional learning community | 第109-123页 |
| 5.2.1 Centering on authentic learning | 第109-113页 |
| 5.2.1.1 Learning as authentic being | 第109-110页 |
| 5.2.1.2 Slow learning | 第110-111页 |
| 5.2.1.3 Honoring the diversity of learners | 第111页 |
| 5.2.1.4 Learning with excitement | 第111-112页 |
| 5.2.1.5 Cultivating urposeful activity | 第112-113页 |
| 5.2.2 Forming a well-functioning team | 第113-123页 |
| 5.2.2.1 Negotiating a new narrative of foreign language education | 第114页 |
| 5.2.2.2 Changing their narrative of educating, living, and learning | 第114-117页 |
| 5.2.2.2.1 Transforming educational belief | 第114-115页 |
| 5.2.2.2.2 Nurturing narrative as a way of knowing | 第115-116页 |
| 5.2.2.2.3 Developing collective inquiry as a way of understanding | 第116-117页 |
| 5.2.2.3 Decentering the institutional power among teachers | 第117-120页 |
| 5.2.2.4 Co-constructing a trustworthy interpersonal relationship | 第120-121页 |
| 5.2.2.5 Building a healthy learning culture | 第121-123页 |
| Chapter Six Conclusion | 第123-127页 |
| 6.1 Summary of the findings | 第123-125页 |
| 6.2 Implication on teacher development | 第125-126页 |
| 6.3 Further research suggestion | 第126-127页 |
| References | 第127-137页 |
| Appendices | 第137-173页 |
| Appendix 1 浙江师范大学外国语学院外语教学与教师发展论坛既要——第三届全国外语教师教育和教师发展学术研讨会参会分享 | 第137-139页 |
| Appendix 2 以课程为核心的教师发展构想——2008.3月16日RICH教师论坛讨论录音 | 第139-166页 |
| Appendix 3 外语学院英语专业"外语课程与教师发展"学科简介 | 第166-167页 |
| Appendix 4 外语教学与教师发展研究论坛海报 | 第167-168页 |
| Appendix 5 浙江师范大学外国语学院外语教学与教师发展学科群第一次会议纪要 | 第168-169页 |
| Appendix 6 浙江师范大学外国语学院外语教学与教师发展研究工作坊 | 第169-170页 |
| Appendix 7 RICH学科名称:外语课程与教师发展 | 第170-173页 |
| 攻读学位期间发表的学术论文 | 第173-174页 |
