声明
CONTENTS
Abstract
摘要
List of Tables
List of Figures
List of Abbreviations
List of Appendices
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose of the Study
1.3 Significance of the Study
1.4 Organization of the Study
Chapter Two Literature Review
2.1 Brief Review of Studies on TPD
2.1.1 Theoretical Background of TPD in EFL Teaching
2.1.2 Approaches of TPD
2.2 Relevant Review of Reflective Teaching at Home and Abroad
2.2.1 Definition of Reflective Teaching
2.2.2 Features of Reflective Teaching
2.2.3 Methods and Different Models of Reflective Teaching
2.3 Relations between TPD and Reflective Teaching
2.4 Summary
Chapter Three Theoretical Considerations
3.1 Introduction
3.2 Meta-cognitive Theory
3.3 Self-efficacy Theory
3.4 Summary
Chapter Four Research Methodology
4.1 Introduction
4.2 Research Questions
4.3 Participants
4.4 Research Instruments
4.4.1 Questionnaire
4.4.2 Journal and Interview
4.4.3 Class Observation
4.5 Procedures for Data Collection
4.6 Procedures for Data Analysis
4.7 Summary
Chapter Five Results and Discussion
5.1 Introduction
5.2 Analysis Based on Questionnaire
5.2.1 Relationship between TPD and teaching Practice
5.2.2 Relationship between Reflection and Teaching Practice
5.3 Analysis Based on Classroom Observation
5.4 Interpretation of Teachers’ Journals
5.5 Analysis Based on Interviews
5.5.1 Reflection Beneficial to Guide Teaching Practice
5.5.2 Reflection Conducive to Adjusting Teaching Objectives
5.5.3 Role of Reflection and Practice in TPD
5.6 Summary
Chapter Six Conclusion
6.1 Introduction
6.2 Major Findings
6.2.1 Role of Reflection in Promoting TPD
6.2.2 Major Problems with the Application of Teaching Reflection
6.2.3 Effect of Teacher Reflection on Improvement of Teaching Practice
6.3 Implications
6.4 Limitations of the Study
6.5 Suggestions for Future Studies
References
Appendices
AppendixⅠ
AppendixⅡ
Acknowledgements
Publications