| Acknowledgements | 第4-5页 |
| Abstract | 第5-6页 |
| 摘要 | 第7-11页 |
| Chapter One Introduction | 第11-15页 |
| 1.1 General background of the study | 第11-12页 |
| 1.2 Motivations for the study | 第12页 |
| 1.3 Significance of the study | 第12-13页 |
| 1.4 Structure of the thesis | 第13-15页 |
| Chapter Two Literature Review | 第15-24页 |
| 2.1 Discussions of the key terms in this study | 第15-18页 |
| 2.1.1 Definitions of the heterogeneous class in this study | 第15-16页 |
| 2.1.2 Classifications of the heterogeneous class in this study | 第16-17页 |
| 2.1.3 Definitions of the task-based approach in this study | 第17页 |
| 2.1.4 Definitions of the PWP reading teaching model in this study | 第17-18页 |
| 2.1.5 Definitions of the heuristic teaching approach in this study | 第18页 |
| 2.2 Theoretical bases in this study | 第18-21页 |
| 2.2.1 Krashen's Input Hypothesis | 第18-20页 |
| 2.2.2 Swain's Output Hypothesis | 第20-21页 |
| 2.2.3 Humanistic Theory | 第21页 |
| 2.3 Previous studies on heterogeneous classes abroad and in China | 第21-24页 |
| 2.3.1 Previous studies on heterogeneous classes abroad | 第22页 |
| 2.3.2 Previous studies on heterogeneous classes in China | 第22-24页 |
| Chapter Three Description of Heterogeneous Classes | 第24-34页 |
| 3.1 Description of teaching material | 第24页 |
| 3.2 Description of learning condition | 第24页 |
| 3.3 Description of three heterogeneous cases | 第24-34页 |
| 3.3.1 Description of Case 1 | 第25-27页 |
| 3.3.2 Description of Case 2 | 第27-29页 |
| 3.3.3 Description of Case 3 | 第29-34页 |
| Chapter Four Analysis of Heterogeneous Classes | 第34-51页 |
| 4.1 Analysis of design of teaching content | 第34-41页 |
| 4.1.1 Analysis of processing method of teaching content | 第34-37页 |
| 4.1.1.1 Logic among teaching links | 第34-37页 |
| 4.1.1.2 Comprehensiveness of teaching activities | 第37页 |
| 4.1.2 Analysis of methods of teaching key and difficult points | 第37-41页 |
| 4.1.2.1 Methods of stressing key points | 第38-40页 |
| 4.1.2.2 Methods of breaking through difficult points | 第40-41页 |
| 4.2 Analysis of classroom teaching skills | 第41-45页 |
| 4.2.1 Lead-in skill | 第41-42页 |
| 4.2.2 Organization skill | 第42-43页 |
| 4.2.3 Closure skill | 第43-45页 |
| 4.3 Analysis of realization of three-dimensional teaching objectives | 第45-48页 |
| 4.3.1 Knowledge and skill | 第45-47页 |
| 4.3.2 Process and Method | 第47页 |
| 4.3.3 Emotional attitude and values | 第47-48页 |
| 4.4 Summary of and reflections on the analysis of the three cases | 第48-51页 |
| Chapter Five Conclusion | 第51-55页 |
| 5.1 Major findings | 第51-53页 |
| 5.1.1 Strengths of each class | 第51-52页 |
| 5.1.2 Weaknesses of each class | 第52-53页 |
| 5.2 Pedagogical implications | 第53-54页 |
| 5.3 Limitations and suggestions for future | 第54-55页 |
| References | 第55-59页 |
| Appendix The transcription of the three cases | 第59-74页 |
