摘要
Abstract
Contents
List of Tables
Abbreviations
Chapter 1 Introduction
1．1 Background of the study
1．1．1 The development of flipped classroom
1．1．2 The necessity of research on mediation of English teachers in flipped classroom
1．2 Significance and purpose of the study
1．3 Layout of the thesis
Chapter 2 Literature Review
2．1 The definition of Mediation
2．2 Theoretical basis
2．2．1 Constructivism
2．2．2 Humanism
2．2．3 Social-interactionism
2．3 Previous studies on mediation home and abroad
2．3．1 Lev Vygotsky’s theory
2．3．2 Reuven Feuerstein’s mediation theory
2．3．3 Studies on mediation in China
2．4 Framework of research
Chapter 3 Research Design
3．1 Research questions
3．2 Research subjects
3．3 Instruments
3．3．1 Questionnaire
3．3．2 Interview
3．4 Data collection
Chapter 4 Analysis and Discussion of the Result
4．1．1 Teaeher’s awareness of the importance of mediation
4．1．2 The frequency of mediation tools teachers use
4．1．3 Acomparison of the teacher’s awareness and the behavior
4．2 The analysis of Student’s Mediation Questionnaire
4．2．1 Student’s expectation of mediation
4．2．2 Evaluation of the frequency of mediation tools teachers use
4．3 The comparison between TMQ and SMQ
4．3．1 Acomparison between the teacher’s and the student’s awareness
4．3．2 A comparison between the student’s evaluation and the teacher’s own evaluation of teacher’s behavior
4．4 The result of interview
4．5 Summary
Chapter 5 Fin dings and Implications
5．1 Major findings of the present study
5．2 Pedagogical implications
5．3 Limitations of the present study
5．4 Suggestions for the future study
Appendix
References
Publications During the Postgraduate Program
Acknowledgments
声明
