|
Acknowledgements |
5-6 |
|
Abstract (English) |
6-8 |
|
Abstract (Chinese) |
8-11 |
|
Chapter One—Introduction |
11-16 |
|
1.1 Introduction |
11 |
|
1.2 Statement of the problem |
11-13 |
|
1.3 The background of the research |
13-14 |
|
1.4 The scope of the research |
14 |
|
1.5 The significance of the research |
14-15 |
|
1.6 The main content and the structure of the thesis |
15-16 |
|
Chapter Two—Literature Review |
16-25 |
|
2.1 Introduction |
16 |
|
2.2 Terms and definitions |
16-17 |
|
2.2.1 The definition of role |
16-17 |
|
2.2.2 Motivation |
17 |
|
2.3 Relevant theories |
17-24 |
|
2.3.1 Humanistic theory |
17-19 |
|
2.3.2 Implications |
19-20 |
|
2.3.3 Constructivist theory |
20-22 |
|
2.3.3.1 Cognitive constructivism |
21 |
|
2.3.3.2 Social constructivism |
21-22 |
|
2.3.4 Implications |
22 |
|
2.3.5 Social interaction theory |
22-24 |
|
2.3.6 Implications |
24 |
|
2.4 Summary of this chapter |
24-25 |
|
Chapter Three—Research Methodology |
25-28 |
|
3.1 Introduction |
25 |
|
3.2 Purpose of the investigation |
25 |
|
3.3 Instruments |
25 |
|
3.4 Subject select |
25-26 |
|
3.5 Brief Introduction to the schools |
26 |
|
3.6 Questionnaires design |
26-27 |
|
3.7 Interviews |
27 |
|
3.8 Data collection and data processing |
27-28 |
|
Chapter Four—Results and Discussion |
28-45 |
|
4.1 Introduction |
28 |
|
4.2 Data analysis of questionnaire |
28-36 |
|
4.3 Individual interviews and relevant answers |
36-38 |
|
4.4 Findings and discussions |
38-45 |
|
4.4.1 Findings |
39-40 |
|
4.4.2 Discussions |
40-45 |
|
Chapter Five—Conclusion |
45-49 |
|
5.1 Introduction |
45 |
|
5.2 Conclusions |
45-46 |
|
5.2.1 The diversity of teachers' roles |
45 |
|
5.2.2 The necessity of role shifting |
45-46 |
|
5.2.3 The urgency of role shifting |
46 |
|
5.3 Pedagogical Implications |
46-48 |
|
5.4 Limitations of the research |
48 |
|
5.5 Suggestions for future research |
48-49 |
|
References |
49-52 |
|
Appendix Ⅰ (English) |
52-55 |
|
Appendix Ⅰ (Chinese) |
55-57 |
|
Appendix Ⅱ (English) |
57-60 |
|
Appendix Ⅱ (Chinese) |
60-61 |
