| Acknowledgements | 第1-6页 |
| 摘要 | 第6-9页 |
| Abstract | 第9-19页 |
| List of Tables | 第19-20页 |
| List of Figures | 第20-21页 |
| Chapter One Introduction | 第21-31页 |
| ·Research Background | 第21-26页 |
| ·College English Curriculum Requirements | 第22-24页 |
| ·Global Minimum Essential Requirements in Medical Education | 第24-25页 |
| ·The Criteria of China’s Medical Education for Undergraduates | 第25-26页 |
| ·Research Purpose | 第26-28页 |
| ·Significance of the Study | 第28-29页 |
| ·Layout of the Dissertation | 第29-31页 |
| Chapter Two Literature Review | 第31-93页 |
| ·Medical Students’ English Writing Competence | 第31-43页 |
| ·The English Language Proficiency | 第33-36页 |
| ·Critical Thinking Ability | 第36-40页 |
| ·Definitions of Critical Thinking | 第36-38页 |
| ·Critical Thinking Skills | 第38-40页 |
| ·Medical English Academic Writing Ability | 第40-43页 |
| ·Pedagogical Approaches for EFL Writing | 第43-82页 |
| ·Product Approach | 第43-50页 |
| ·Definition | 第45-46页 |
| ·Theoretical Basis | 第46-47页 |
| ·The General Model | 第47-48页 |
| ·Comments | 第48-50页 |
| ·Process Approach | 第50-63页 |
| ·Definition | 第50-51页 |
| ·Theoretical Basis | 第51-54页 |
| ·The Main Features | 第54-55页 |
| ·The Main Stages | 第55-57页 |
| ·Comments | 第57-58页 |
| ·Relative Studies Home and Abroad | 第58-63页 |
| ·Genre Approach | 第63-74页 |
| ·Genre and Genre Analysis | 第64-66页 |
| ·Three Schools of Genre Approach | 第66-68页 |
| ·The Teaching Models | 第68-69页 |
| ·Comments | 第69-70页 |
| ·Related Studies Home and Abroad | 第70-74页 |
| ·PBL Approach | 第74-82页 |
| ·Definitions of PBL | 第75-77页 |
| ·Theoretical Underpinnings | 第77-78页 |
| ·The process of PBL | 第78-81页 |
| ·Review of Previous Research | 第81-82页 |
| ·Action Research | 第82-92页 |
| ·A Brief Historical Overview of Action Research | 第83-85页 |
| ·Definition of Action Research | 第85-87页 |
| ·Characteristics of Action Research | 第87-88页 |
| ·Procedures of Action Research | 第88-92页 |
| ·Summary | 第92-93页 |
| Chapter Three Research Methodology | 第93-107页 |
| ·Research Questions | 第93-94页 |
| ·Setting and Participants | 第94-95页 |
| ·Research Instruments | 第95-101页 |
| ·Participants’ Compositions | 第95-96页 |
| ·Writing Analytic Rating Scales | 第96-97页 |
| ·Self-, Peer-, and Teacher- Assessment Checklist | 第97页 |
| ·Rubric for the Assessment of Critical Thinking Skills and Sub-skills..77 | 第97-99页 |
| ·Participants’ Reflective Journals | 第99-100页 |
| ·Interviews | 第100-101页 |
| ·Survey on the Students’ Perception in Their Growth as Writers | 第101页 |
| ·Data Collection Procedures | 第101-104页 |
| ·Collection of the Participants’ Compositions | 第102页 |
| ·Collection of the Self-, Peer-, and Teacher- Assessment Checklists | 第102-103页 |
| ·Collection of Students’ Reflective Journals | 第103页 |
| ·Collection of Interviews | 第103-104页 |
| ·Collection of the Survey | 第104页 |
| ·Data Analysis | 第104-106页 |
| ·Summary | 第106-107页 |
| Chapter Four The First Round of Action Research | 第107-155页 |
| ·Problem Identification | 第108页 |
| ·Preliminary Investigations | 第108-121页 |
| ·Assessment of the Participants’ Writing Performance | 第109-117页 |
| ·Assessment procedure | 第109页 |
| ·Results and Discussion | 第109-117页 |
| ·Analysis of the Students’ English Language Proficiency | 第109-114页 |
| ·Analysis of the Students’ Critical Thinking Ability | 第114-117页 |
| ·The Initial Interview and Findings | 第117-121页 |
| ·Formation of Problem-Solving Hypothesis | 第121-122页 |
| ·Plan Intervention | 第122-126页 |
| ·Integrating Product Approach with Process Approach | 第122-123页 |
| ·Brainstorming | 第123-124页 |
| ·Peer and Teacher’s Feedbacks | 第124-126页 |
| ·Action | 第126-130页 |
| ·Observation | 第130-150页 |
| ·Obvious Achievements in Content, Organization and Language Use | 第131-136页 |
| ·Great Improvement in Interpretation, Analysis, Evaluation andExplanation | 第136-143页 |
| ·Analysis of the Second Interview and Students’ Reflective Journals | 第143-149页 |
| ·Analysis of the Second Interview | 第143-146页 |
| ·Analysis of Students’ Reflective Journals | 第146-149页 |
| ·Identification of the Newly Arising Problems | 第149-150页 |
| ·Reflection | 第150-153页 |
| ·Product-oriented Approach | 第150-151页 |
| ·Propositional Writing | 第151-152页 |
| ·Peer Feedback | 第152-153页 |
| ·Summary | 第153-155页 |
| Chapter Five The Second Round of Action Research | 第155-184页 |
| ·Research Purpose and Hypothesis | 第155-156页 |
| ·Planning | 第156-162页 |
| ·Integrating Problem-Based Learning Approach with Process Approach | 第157-160页 |
| ·The Role of the Instructor | 第160-161页 |
| ·Self-assessment | 第161-162页 |
| ·Action | 第162-164页 |
| ·Observation | 第164-179页 |
| ·Great Improvement of Students’ Critical Thinking Skills | 第165-172页 |
| ·Interpretation and Analysis | 第165-166页 |
| ·Evaluation | 第166-168页 |
| ·Inference | 第168-169页 |
| ·Explanation | 第169-171页 |
| ·Self-regulation | 第171-172页 |
| ·Analysis of the Third Interview and Students’ Reflective Journals | 第172-178页 |
| ·Analysis of the Third Interview | 第172-175页 |
| ·Analysis of Students’ Reflective Journals | 第175-178页 |
| ·Identification of the Newly Arising Problems | 第178-179页 |
| ·Reflection | 第179-182页 |
| ·Learners’ Motivation and Problem-based Writing | 第179-180页 |
| ·PBL Approach and Critical Thinking Ability | 第180-181页 |
| ·Self-assessment | 第181-182页 |
| ·Summary | 第182-184页 |
| Chapter Six The Third Round of Action Research | 第184-217页 |
| ·Research Purpose and Hypothesis | 第184-186页 |
| ·Planning | 第186-191页 |
| ·Integrating Genre Approach with Process Approach | 第186-188页 |
| ·Abstract Writing | 第188-191页 |
| ·Features of Textual Structure | 第189-190页 |
| ·Lexical and Grammatical Features | 第190-191页 |
| ·Action | 第191-194页 |
| ·Observation | 第194-205页 |
| ·Analysis of the Development in the Students’ Medical EnglishAcademic Writing Ability | 第194-199页 |
| ·Content and Organization | 第194-196页 |
| ·Vocabulary | 第196-197页 |
| ·Language Use | 第197-199页 |
| ·Analysis of the Fourth Interview and Students’ Reflective Journals | 第199-205页 |
| ·Analysis of the Fourth Interview | 第199-201页 |
| ·Analysis of the Students’ Reflective Journals | 第201-205页 |
| ·Reflection | 第205-208页 |
| ·Cultivating Students’ Genre Awareness | 第205-206页 |
| ·Integrating the Teaching of Medical English Vocabulary and Readingwith Writing Instruction | 第206-208页 |
| ·Survey on the Students’ Perception in Their Growth as Writers | 第208-215页 |
| ·Students’ Growth in the General Progress in Writing | 第208-209页 |
| ·Students’ Growth in the Specific Progress in Writing | 第209-211页 |
| ·Students’ Growth in Composing Strategies | 第211-213页 |
| ·Students’ Enhancement in their Motivation and Self-confidence | 第213-215页 |
| ·Summary | 第215-217页 |
| Chapter Seven Conclusion | 第217-238页 |
| ·Major Research Findings | 第217-227页 |
| ·The Integration of Product Approach with Process Approach and the Medical Students’ English Writing Competence | 第217-221页 |
| ·The Integration of PBL with Process Approach and the Medical Students’ Critical Thinking Ability | 第221-225页 |
| ·The Integration of Genre Approach with Process Approach and theMedical Students’ Medical English Academic Writing Ability | 第225-226页 |
| ·The Students’ Perception in Their Growth as Writers | 第226-227页 |
| ·Pedagogical Implications | 第227-235页 |
| ·Dynamic Integration of Different Writing Approaches | 第227-230页 |
| ·Diverse Roles of College English Teachers | 第230-232页 |
| ·Combination of Multiple Feedbacks | 第232-233页 |
| ·Effective Writing Tasks Designing | 第233-235页 |
| ·Integration of Reading with Writing | 第235页 |
| ·Limitations of the Study | 第235-236页 |
| ·Recommendations for Further Research | 第236-237页 |
| ·Concluding Remarks | 第237-238页 |
| Bibliography | 第238-265页 |
| Appendix Ⅰ | 第265-272页 |
| Appendix Ⅱ | 第272-275页 |
| Appendix Ⅲ | 第275-277页 |
| Appendix Ⅳ | 第277-279页 |
| Appendix Ⅴ | 第279-281页 |
| Appendix Ⅵ | 第281-283页 |
| Appendix Ⅶ | 第283-294页 |
