| Acknowledgements | 第6-7页 |
| 摘要 | 第7-8页 |
| Abstract | 第8-9页 |
| 1. Introduction | 第12-16页 |
| 1.1 Background of the research | 第12-14页 |
| 1.2 Significance of the research | 第14页 |
| 1.3 Layout of the dissertation | 第14-16页 |
| 2. Literature Review | 第16-32页 |
| 2.1 Related concepts | 第16-18页 |
| 2.1.1 The definition of presupposition | 第16-17页 |
| 2.1.2 The definition of generation | 第17-18页 |
| 2.2 Studies on presupposition and generation | 第18-24页 |
| 2.2.1 The studies on presupposition at home and abroad | 第18-21页 |
| 2.2.2 The studies on generation at home and abroad | 第21-24页 |
| 2.3 Research on novice teachers and student teachers | 第24-27页 |
| 2.3.1 Teaching and classroom management | 第24-25页 |
| 2.3.2 Professional psychology and occupational state | 第25-26页 |
| 2.3.3 Studies on student teachers | 第26-27页 |
| 2.4 Theoretical framework | 第27-32页 |
| 2.4.1 Constructivism learning theory | 第27-29页 |
| 2.4.2 Generative learning theory | 第29-32页 |
| 3. Research Design and Data Collection | 第32-39页 |
| 3.1 Research questions | 第32页 |
| 3.2 Research participants | 第32-33页 |
| 3.3 Research instruments | 第33-37页 |
| 3.4 Data collection | 第37-39页 |
| 4. Result Analysis | 第39-63页 |
| 4.1 The status quo of presupposition and generation | 第39-50页 |
| 4.1.1 General status quo of presupposition and generation | 第39-41页 |
| 4.1.2 Presupposition on teaching activities and corresponding generation | 第41-44页 |
| 4.1.3 Presupposition on students and corresponding generation | 第44-46页 |
| 4.1.4 Presupposition on teachers and corresponding generation | 第46-48页 |
| 4.1.5 Student teachers' recognizing the importance of presupposition andgeneration | 第48-50页 |
| 4.2 Factors causing unsatisfactory generation | 第50-63页 |
| 4.2.1 Factors causing unsatisfactory presupposed generation | 第52-58页 |
| 4.2.2 Factors causing unsatisfactory impromptu generation | 第58-63页 |
| 5. Discussions | 第63-70页 |
| 5.1 Inadequate presupposition on situational parts | 第63-64页 |
| 5.2 Unfavorable teaching context | 第64-66页 |
| 5.3 Deficient pedagogical content knowledge | 第66-68页 |
| 5.4 Insensitive to the effects of generation | 第68-70页 |
| 6. Conclusion | 第70-75页 |
| 6.1 The main findings | 第70-71页 |
| 6.2 Pedagogical implications | 第71-73页 |
| 6.2.1 Make appropriate presupposition on situational parts | 第71页 |
| 6.2.2 Built a closer tie between presupposition and expected generation | 第71-72页 |
| 6.2.3 Transform generative consciousness to generative teaching behaviors | 第72页 |
| 6.2.4 Learn from after-class reflection | 第72-73页 |
| 6.3 Limitations of the study | 第73-74页 |
| 6.4 Suggestions on further studies | 第74-75页 |
| Bibliography | 第75-80页 |
| Appendices | 第80-100页 |
| Appendix one | 第80-84页 |
| Appendix two | 第84-87页 |
| Appendix three | 第87-88页 |
| Appendix four | 第88-100页 |
