文摘
英文文摘
声明
Introduction
Chapter 1 Theoretical Foundations of Reflective Teaching
1.1 Meta-cognition Theory
1.1.1 Definition of Meta-cognition
1.1.2 The Origin of Meta-cognition
1.1.3 Meta-cognition Knowledge
1.1.4 Meta-cognition in Reflective Teaching
1.2 Constructivism Theory
1.2.1 Piaget's Theory of Constructivism
1.2.2 Jerome Bruner's Theory of Constructivism
1.2.3 George Kelly's Theory of Constructivism
1.2.4 Constructivism in Reflective Teaching
1.3 Humanism Theory
1.3.1 Erik Erikson's View of Humanism
1.3.2 Abraham Maslow's Theory of Humanism
1.3.3 Carl Rogers' Theory of Humanism
1.3.4 Humanism in Reflective Thinking and Reflective Learning
Chapter 2 Relevant Knowledge about Reflective Teaching
2.1 Definitions of Reflection
2.2 Models of Reflective Teaching
2.2.1 J. W. Eby's Model of Reflective Teaching
2.2.2 Pollard's Reflective Cycle
2.2.3 Wallace's Reflective Cycle
2.2.4 A.Edwards and D. Brunton's Model of Reflective Teaching
2.2.5 V.K. Labosky's Model of Reflective Teaching
2.2.6 Zeichner and Liston's Model of Reflective Teaching
2.3 Applications of Reflective Teaching in College English Teaching
2.3.1 Approaches to Classroom Investigation in Reflective Teaching
2.3.2 Process of Reflective Teaching
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.2.1 Questionnaire Subjects
3.2.2 Interview Subjects
3.2.3 Experiment Subjects
3.3 Instruments
3.3.1 Questionnaire
3.3.2 Interview
3.3.3 Experiment
3.4 Procedure
3.4.1 The Implementation of the Questionnaire and Interview
3.4.2 The Implementation of the Experiment
Chapter 4 Results and Implications of the Study
4.1 Results and Discussions
4.1.1 Results and Analysis of the Questionnaire
4.1.2 Results and Analysis of the Interview
4.1.3 Results and Analysis of the Experiment
4.2 Implications of the Study
4.2.1 Suggestions for College English Teachers
4.2.2 Inspirations for Administrators
Conclusion
Bibliography
Appendix
Acknowledgements