声明
Acknowledgments
摘要
Abstract
Contents
1.Introduction
1.1 Background of the research
1.2 Significance of the research
1.3 Layout of the dissertation
2.Literature Review
2.1 Related concepts
2.1.1 The definition of presupposition
2.1.2 The definition of generation
2.2 Studies on presupposition and generation
2.2.1 The studies on presupposition at home and abroad
2.2.2 The studies on generation at home and abroad
2.3 Research on novice teachers and student teachers
2.3.1 Teaching and classroom management
2.3.2 Professional psychology and occupational state
2.3.3 Studies on student teachers
2.4 Theoretical framework
2.4.1 Constructivism learning theory
2.4.2 Generative learning theory
3.Research Design and Data Collection
3.1 Research questions
3.2 Research participants
3.3 Research instruments
3.4 Data collection
4.Result Analysis
4.1 The status quo of presupposition and generation
4.1.1.General status quo of presupposition and generation
4.1.2 Presupposition on teaching activities and corresponding generation
4.1.3 Presupposition on students and corresponding generation
4.1.4 Presupposition on teachers and corresponding generation
4.1.5 Student teachers’ recognizing the importance of presupposition and generation
4.2 Factors causing unsatisfactory generation
4.2.1 Factors causing unsatisfactory presupposed generation
4.2.2 Factors causing unsatisfactory impromptu generation
5.Discussions
5.1 Inadequate presupposition on situational parts
5.2 Unfavorable teaching context
5.3 Deficient pedagogical content knowledge
5.4 Insensitive to the effects of generation
6.Conclusion
6.1 The main findings
6.2 Pedagogical implications
6.2.2 Bulit a closer tie between presuppositionand expected generation
6.2.3 Transform generative consciousness to generative teaching behaviors
6.2.4 Learn from after-class reflection
6.3 Limitations of the study
6.4 Suggestions on further studies
Bibliography
Appendices