| Acknowledgement | 第1-5页 |
| 摘要 | 第5-6页 |
| Abstract | 第6-10页 |
| Chapter 1 Introduction | 第10-13页 |
| ·Research Background | 第10-11页 |
| ·Significance of the Study | 第11-12页 |
| ·Structure of This Thesis | 第12-13页 |
| Chapter 2 Literature Review | 第13-29页 |
| ·Constructivism | 第13-21页 |
| ·Philosophical Background | 第13-14页 |
| ·Theoretical Origins | 第14-16页 |
| ·Piaget's Theory of Cognitive Development | 第14-15页 |
| ·Vygotsky's Scaffolding and ZPD | 第15-16页 |
| ·Constructivism in Education | 第16-21页 |
| ·A Constructivist View of Learning | 第17-19页 |
| ·A Constructivist View of Teaching | 第19-20页 |
| ·A Constructivist Model of the Teaching-Learning Process | 第20-21页 |
| ·Teachers' Beliefs | 第21-29页 |
| ·Beliefs About Teachers' Roles and Feuerstein's Theory of Mediation | 第22-24页 |
| ·Beliefs About Learners | 第24-26页 |
| ·Beliefs About Learning | 第26-29页 |
| Chapter 3 Methodology | 第29-33页 |
| ·Research Objectives | 第29-30页 |
| ·Subjects | 第30页 |
| ·Instruments | 第30页 |
| ·Data Collection and Analysis | 第30-33页 |
| Chapter 4 Results and Discussions | 第33-52页 |
| ·The Teacher's General View of Beliefs | 第33-34页 |
| ·The Teacher's Beliefs About Her Roles,Her Students and Their Learning | 第34-39页 |
| ·The Teacher's Beliefs About Her Roles | 第35-36页 |
| ·The Teacher's Beliefs About Her Students | 第36-37页 |
| ·The Teacher's Beliefs About Students' Learning | 第37-38页 |
| ·The Teacher's View of Mediation | 第38-39页 |
| ·The Teacher's Actual Classroom Practices | 第39-48页 |
| ·Students' Feedback on Teacher's Classroom Practices | 第39-41页 |
| ·Students' Perception of Teacher's Mediation | 第41-45页 |
| ·The Main Features of Ms Zhou's Teaching | 第45-47页 |
| ·Observed Classroom Practices | 第47-48页 |
| ·The Relationship Between the Teacher's Beliefs and Actual Classroom Practices:Convergence and Divergence | 第48-52页 |
| Chapter 5 Conclusions | 第52-57页 |
| ·Major Findings | 第52-54页 |
| ·Main Implications | 第54-55页 |
| ·Limitations and Further Suggestions | 第55-57页 |
| Bibliography | 第57-61页 |
| Appendices | 第61-65页 |
