| 摘要 | 第4-5页 |
| Abstract | 第5页 |
| Introduction | 第8-10页 |
| Chapter One Literature Review | 第10-17页 |
| 1.1 Concept of teachers’ beliefs | 第10-14页 |
| 1.2 English teachers’ beliefs about students and teachers’ behaviors | 第14-15页 |
| 1.3 Related empirical studies | 第15-17页 |
| Chapter Two Research methodology | 第17-26页 |
| 2.1 Research purpose and research questions | 第17-18页 |
| 2.2 Research setting and participants | 第18-20页 |
| 2.3 Research Methods | 第20-23页 |
| 2.3.1 Classroom observations | 第21页 |
| 2.3.2 In-depth interview | 第21-22页 |
| 2.3.3 Teaching logs | 第22-23页 |
| 2.3.4 Stimulated recall | 第23页 |
| 2.4 Data collection and analysis | 第23-26页 |
| Chapter Three Results and discussion | 第26-39页 |
| 3.1 Ms. Dong’s stated beliefs about students | 第26-28页 |
| 3.1.1 “Students in different levels need different learning goals” | 第26-27页 |
| 3.1.2 “Confidence plays an important role for students to learn English” | 第27页 |
| 3.1.3 “The outcome is more important than the progress” | 第27页 |
| 3.1.4 “Students are the masters in English learning process” | 第27-28页 |
| 3.1.5 “‘I want to learn’ is much better than ‘force me to learn’” | 第28页 |
| 3.2 Ms. Dong’s behaviors in and after class | 第28-32页 |
| 3.2.1 “Hierarchical teaching”——an efficient way to teach students in diffident level | 第28-29页 |
| 3.2.2 Trying to make chance to encourage the students | 第29-30页 |
| 3.2.3 Checking the students’ learning outcomes timely | 第30页 |
| 3.2.4 Teaching methods should be consistent with the actual situation of students | 第30-31页 |
| 3.2.5 Motivation is the best helper | 第31-32页 |
| 3.3 Mr. Wang’s stated beliefs about students | 第32-34页 |
| 3.3.1 “Students’ achievement is the best feedback of teacher’s teaching” | 第32页 |
| 3.3.2 “Treat the students as individuals” | 第32-33页 |
| 3.3.3 “Environment is very important for the students” | 第33-34页 |
| 3.3.4 “Active students are not necessarily the best learners” | 第34页 |
| 3.4 Mr. Wang’s behaviors in and after class | 第34-39页 |
| 3.4.1 Recording students’ progress | 第34-35页 |
| 3.4.2 Developing students’ autonomous learning ability | 第35-36页 |
| 3.4.3 Trying to apply bilingual teaching | 第36-37页 |
| 3.4.4 Admitting the gap and actual situation of the students | 第37-39页 |
| Chapter Four Implications | 第39-45页 |
| 4.1 Teachers need response for their students | 第39页 |
| 4.2 Teachers must enrich their experience and broaden their horizons | 第39-40页 |
| 4.3 Teachers should find an appropriate position for themselves | 第40-41页 |
| 4.4 Hierarchical teaching is a good way for the teachers | 第41-42页 |
| 4.5 Try to inspire students’ interest in learning English | 第42页 |
| 4.6 The integration of multimedia English teaching and traditional English teaching | 第42-43页 |
| 4.7 Respect students’ learning methods | 第43-44页 |
| 4.8 Encourage students’ progress | 第44-45页 |
| Conclusion | 第45-47页 |
| Bibliography | 第47-50页 |
| Appendix | 第50-51页 |
| Acknowledgments | 第51页 |
