| CONTENTS | 第1-7页 |
| ABSTRACT | 第7-9页 |
| 摘要 | 第9-10页 |
| Chapter 1 Introduction | 第10-13页 |
| ·Background of the study | 第10-11页 |
| ·The necessity of research on original foreign English course books | 第10-11页 |
| ·Problems with writing teaching in senior high | 第11页 |
| ·Purpose and significance of the study | 第11-12页 |
| ·Overview of the thesis | 第12-13页 |
| Chapter 2 Literature Review | 第13-20页 |
| ·Course book | 第13-15页 |
| ·Definition of course book | 第13-14页 |
| ·Functions of course book | 第14-15页 |
| ·Review on previous studies on course books | 第15-20页 |
| ·Studies on mother language course books | 第15-17页 |
| ·Studies on English course books abroad | 第17页 |
| ·Studies on English course books in China | 第17-20页 |
| Chapter 3 Theoretical foundation of the study | 第20-32页 |
| ·Definition and major viewpoints of Constructivism | 第20-22页 |
| ·Constructivist views on learning | 第22-24页 |
| ·Constructivist views on knowledge | 第24-27页 |
| ·The constructivist views on students | 第27-29页 |
| ·Constructivist views on teachers | 第29页 |
| ·Constructivist Designing principles of English course book compilation | 第29-32页 |
| Chapter 4 Research Methodology | 第32-40页 |
| ·Research questions | 第32页 |
| ·Research subjects | 第32-33页 |
| ·Materials and Instruments | 第33-35页 |
| ·Questionnaire | 第33-34页 |
| ·Interview | 第34页 |
| ·Classroom observation | 第34-35页 |
| ·Procedures | 第35-40页 |
| ·The pre-experiment part | 第35-37页 |
| ·The experimenting part | 第37-39页 |
| ·The post-experiment part | 第39-40页 |
| Chapter 5 Results and discussion | 第40-89页 |
| ·Results of Hodder English Gold course book analysis | 第40-70页 |
| ·Structure of the course book | 第40-43页 |
| ·Framework of each course book of the three | 第40-42页 |
| ·Unit structure | 第42-43页 |
| ·Content of the course book | 第43-70页 |
| ·Texts | 第43-52页 |
| ·Help-reading system | 第52-62页 |
| ·Knowledge system | 第62-67页 |
| ·Operating system | 第67-70页 |
| ·Results of characteristics of Hodder English Gold | 第70-78页 |
| ·Focusing on procedural knowledge | 第71-72页 |
| ·Integrating writing and other key skills | 第72-73页 |
| ·Illustrations enhancing the readability and making a difference | 第73-76页 |
| ·Being student-oriented in compilation | 第76-78页 |
| ·Implications for senior high English writing teaching in China | 第78-84页 |
| ·Promoting procedural knowledge design and application | 第78-79页 |
| ·Improving writing teaching by combining other key skills | 第79-81页 |
| ·Making use of appealing and effective teaching means | 第81-83页 |
| ·Encouraging student involvement under teacher guidance | 第83-84页 |
| ·Results and discussion of the experiment | 第84-89页 |
| ·The questionnaire | 第84-86页 |
| ·The interviews | 第86页 |
| ·The classroom observation | 第86-87页 |
| ·Major findings | 第87-89页 |
| Chapter 6 Conclusion | 第89-91页 |
| ·Summary of the study | 第89页 |
| ·Limitations of the study | 第89页 |
| ·Suggestions for future research | 第89-91页 |
| Acknowledgements | 第91-92页 |
| Bibliography | 第92-97页 |
| Appendix I | 第97-98页 |
| Appendix II | 第98-99页 |
| Appendix III | 第99-100页 |
