Acknowledgments
摘要
Abstract
Contents
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose and Significance
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Definitions of Reflective learning
2.2 Contents of Reflective learning
2.3 Characteristics of Reflective Learning
2.4 Strategies of English Reflective Learning
2.5 Theoretical Basis
2.5.1 Metacognition
2.5.2 Constructivism
2.5.3 Humanism
2.6 Factors Affecting Senior High School Students’ English Reflective Learning
2.7 Previous Studies on Reflective Learning at Home and Abroad
2.7.1 English Reflective Learning Abroad
2.7.2 English Reflective Learning at Home
Chapter Three 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
3.5 Data Analysis
Chapter Four Results and Discussion
4.1 General Situation of English Reflective Learning
4.2 Comparison of English Reflective Learning among Different Grades
4.2.1 Comparison of Awareness of English Reflective Learning among Different Grades
4.2.2 Comparison of Contents of English Reflective Learning
4.2.3 Comparison of Strategies of English Reflective Learning
4.3 Comparison of English Reflective Learning between Art Students and Science Students
4.3.1 Comparison of Awareness of English Reflective Learning between Art Students and Science Students
4.3.2 Comparison of Contents of English Reflective Learning between Art Students and Science Students
4.3.3 Comparison of Strategies of English Reflective Learning between Art Students and Science Students
4.4 Data of Interview
4.5 Analysis of Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.4 Limitations of the Research
5.5 Suggestions for Further Research
Bibliography
Appendix
声明