| Acknowledgements | 第1-5页 |
| Abstract | 第5-9页 |
| 中文摘要 | 第9-12页 |
| Table of contents | 第12-14页 |
| List of abbreviations | 第14-15页 |
| List of figures and tables | 第15-16页 |
| Chapter 1 Introduction | 第16-20页 |
| ·Overview | 第16-18页 |
| ·Significance of the study | 第18-19页 |
| ·Organization of the thesis | 第19-20页 |
| Chapter 2 Literature Review | 第20-41页 |
| ·Key terms and basic concepts | 第20-32页 |
| ·Definition of learning style | 第20-23页 |
| ·Classification of learning style | 第23-26页 |
| ·Oxford and Anderson’s classification | 第23页 |
| ·Reid’s classification | 第23页 |
| ·The Dunn and Dunn’s classification | 第23-25页 |
| ·Classification of learning style in the present study | 第25-26页 |
| ·Learning style models | 第26-30页 |
| ·The Dunn and Dunn’s model | 第27-28页 |
| ·Curry’s Onion Model | 第28-30页 |
| ·Web-based autonomous learning at Yangzhou University | 第30-32页 |
| ·Theoretical framework | 第32-35页 |
| ·Humanism and humanistic education | 第32-33页 |
| ·Constructivism | 第33-35页 |
| ·Review of previous studies | 第35-41页 |
| ·Studies of learning style abroad | 第35-38页 |
| ·Studies of learning style at home | 第38-41页 |
| Chapter 3 Methodology | 第41-48页 |
| ·Research questions | 第41页 |
| ·Research design | 第41-48页 |
| ·Quantitative research design | 第41-46页 |
| ·Subjects | 第41-43页 |
| ·Instrument | 第43-44页 |
| ·Data collection and data analysis | 第44-46页 |
| ·Qualitative research design | 第46-48页 |
| ·Subjects | 第46页 |
| ·Instrument | 第46-47页 |
| ·Data collection and analysis | 第47-48页 |
| Chapter 4 Results and Discussion | 第48-87页 |
| ·General distribution of learning style preference | 第48-61页 |
| ·Results of the first survey before the implementation of web-based autonomous learning model | 第48-50页 |
| ·Discussion of general learning style distribution based on the first survey | 第50页 |
| ·Results of the second survey after the implementation of web-based autonomous learning model | 第50-52页 |
| ·Discussion of general distribution of learning style based on the second survey | 第52-53页 |
| ·Changes of learning style preference before and after receiving web-based autonomous learning | 第53-55页 |
| ·Discussion of the change of learning style preference | 第55-61页 |
| ·Differences of learning style preference based on gender | 第61-71页 |
| ·Results of Independent Samples T-test in relation to gender differences | 第62-65页 |
| ·Gender differences before the implementation of web-based autonomous learning model | 第62-63页 |
| ·Gender differences under web-based autonomous learning environment | 第63-65页 |
| ·Discussion of learning style preference based on gender | 第65-71页 |
| ·Differences of learning style preference based on major | 第71-87页 |
| ·Results of learning style distribution among three majors | 第71-81页 |
| ·General learning style distribution of each major | 第71-77页 |
| ·Differences of learning style preference across three majors | 第77-81页 |
| ·Discussion | 第81-87页 |
| ·Learning style preference among students of Arts, Science and Engineering | 第82-83页 |
| ·Learning style preference among Arts, Science and Engineering | 第83-87页 |
| Chapter 5 Conclusion | 第87-93页 |
| ·Major findings | 第87-90页 |
| ·General learning style preference tendency | 第87-88页 |
| ·Learning style preference based on gender | 第88-89页 |
| ·Learning style preference based on major | 第89-90页 |
| ·Pedagogical implications | 第90-91页 |
| ·Limitations and suggestions for future research | 第91-93页 |
| References | 第93-100页 |
| Appendix | 第100-102页 |
| 攻读硕士期间发表的文章 | 第102页 |
