| 摘要 | 第4-5页 |
| Abstract | 第5-6页 |
| Introduction | 第9-11页 |
| Chapter One Theoretical Foundation | 第11-28页 |
| 1.1 Teaching Theories of Constructivism | 第11-14页 |
| 1.1.1 Piaget’s Cognitive Point of View and Teaching Views of Constructivism | 第12-13页 |
| 1.1.2 Vygotsky’s Cognitive Point of View and Teaching Views of Constructivism | 第13页 |
| 1.1.3 Bruner’s Cognitive Point of View and Teaching Views of Constructivism | 第13-14页 |
| 1.2 Interactive Teaching | 第14-27页 |
| 1.2.1 Principles and Requirements of Interactive Teaching | 第18-23页 |
| 1.2.2 Reasons for Carrying Out Interactive Patterns | 第23-25页 |
| 1.2.3 Basic Interactive Structure in English Classrooms | 第25-26页 |
| 1.2.4 The Development of Interactive Teaching Approach Research | 第26-27页 |
| 1.3 Connections between Constructivism and Interactive Teaching | 第27-28页 |
| Chapter Two The Current Situation of English Vocabulary Teaching in Senior High Schools | 第28-38页 |
| 2.1 The Current Situation of Teaching in English Vocabulary Teaching of Senior High Schools | 第28-30页 |
| 2.1.1 Following Traditional Vocabulary Teaching Methods | 第28-29页 |
| 2.1.2 The Lack of Guidance for Students’ Vocabulary Learning Strategies | 第29页 |
| 2.1.3 Too Many Vocabulary Teaching Contents and Too Strained Class Hours | 第29-30页 |
| 2.1.4 Neglecting Language Situations | 第30页 |
| 2.2 The Current Situation of Learning in English Vocabulary Teaching of Senior High Schools | 第30-32页 |
| 2.2.1 Mechanical Reciting, Writing and Memorizing | 第30-31页 |
| 2.2.2 Being Unable to Master English Vocabulary Effectively | 第31页 |
| 2.2.3 Merely for Examinations | 第31-32页 |
| 2.2.4 Students’ Passive Roles in Vocabulary Learning | 第32页 |
| 2.3 The Objectives and Requirements of New Curriculum Standard for English Vocabulary Teaching in Senior High Schools | 第32-34页 |
| 2.4 Changes of Vocabulary Teaching after the Reform of New Curriculum Standard | 第34-38页 |
| 2.4.1 Teaching Vocabulary through Contexts | 第34-35页 |
| 2.4.2 Teaching Vocabulary through Word Formation | 第35页 |
| 2.4.3 Teaching Vocabulary by Association | 第35-36页 |
| 2.4.4 Taking Strategies of Highlighting Ideas and Scattering the Difficulties for Module Vocabulary Teaching in Textbooks | 第36页 |
| 2.4.5 Making Full Use of Vocabulary Exercises Which Are given in Workbook after Textbooks to Consolidate Vocabulary | 第36页 |
| 2.4.6 The Change of English Teachers’ Roles | 第36-38页 |
| Chapter Three Teaching Activity Designs of In-class Vocabulary Teaching | 第38-47页 |
| 3.1 Interactive Activities of Word Formation | 第38-39页 |
| 3.2 Interactive Activities of Different Language Situations | 第39-40页 |
| 3.3 Interactive Activities Carried Out through Memorizing Methods | 第40-44页 |
| 3.3.1 Memorizing Method by Classification | 第41-42页 |
| 3.3.2 Memorizing Method by Comparison | 第42-44页 |
| 3.4 Interactive Activities Carried Out through Scene and Communicative Contexts | 第44-47页 |
| Chapter Four Empirical Study | 第47-54页 |
| 4.1 Research Goals | 第47页 |
| 4.2 Research Methods | 第47-48页 |
| 4.3 Research Subjects | 第48-49页 |
| 4.4 Research Process | 第49-50页 |
| 4.5 Result and Discussion | 第50-54页 |
| Conclusion | 第54-56页 |
| Bibliography | 第56-60页 |
| Appendixes | 第60-71页 |
| Acknowledgements | 第71页 |
