声明
Acknowledgements
Abstract
摘要
Table of Contents
List of Figures and Tables
Chapter One Introduction
1.1 The Orientation of the Study
1.2 The Purpose of the Study
1.3 The Significance of the Study
1.4 The Layout of the Thesis
Chapter Two Literature Review
2.1 The Definition of Inquiry based Teaching and Learning
2.1.1 What is Inquiry?
2.1.2 Inquiry based Teaching and Learning
2.2 Features of IBL
2.3 Levels and Representations of Inquiry Based Instruction
2.3.1 Levels of Inquiry
2.3.2 Representations of inquiry process
2.4 Theoretical Basis
2.4.1 Constructivism
2.4.2 Embodied Philosophy and Experiential Learning
2.4.3 Humanism
2.4.4 Output-driven Hypothesis
2.5 Related Studies of Inquiry-based Instruction both at Home and Abroad
2.6 Summary
Chapter Three Methodology
3.1 Introduction
3.2 Course introduction
3.2.1 Teaching Objectives
3.2.2 English Level Requirements
3.2.3 Teaching Content
3.2.4 Course Design
3.3 Research Questions
3.4 Subjects
3.5 The Research Process
3.6 Research Instruments
3.6.1 Questionnaires
3.6.2 Interviews
3.6.3 Observation
Chapter Four Research Results and Discussion
4.1 Questionnaire Analysis (chronologic study)
4.1.1 Questionnaire Analysis (Students’ Part)
4.1.2 Questionnaire Analysis(Teachers’ Part)
4.1.3 Discussion
4.2 Case study
4.2.1 Pre-course Survey
4.2.2 Post course questionnaire data analysis
4.2.3 Observation Data Analysis
4.2.4 Students’ Self Reflective Summary of the Course
4.2.5 Post-course Interview Data Analysis
4.3 Problems of the Inquiry Based College English Program and Possible Solutions
Chapter Five Conclusion
5.1 Summary of Major Findings
5.2 Implications for College English Teaching
5.3 Limitations and Suggestions for Future Research
References
Appendix