ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
LIST OF TABLES
LIST OF FIGURES
Chapter 1 Introduction
1.1 Origin of the study
1.2 Significance of the study
1.3 Structure of the thesis
Chapter 2 Literature Review
2.1 Understanding reflection
2.1.1 Definitions of reflection
2.1.2 Process of reflection
2.1.3 Content of reflection
2.1.4 Levels of reflection
2.2 Pre-service teachers’ reflective ability
2.2.1 Definitions
2.2.2 Ways of cultivating reflective ability
2.3 Theories of Exploratory Practice
2.3.1 Priciples of Exploratory Practice
2.3.2 Previous studies at home and abroad
Chapter 3 Research Methodology
3.1 Research questions
3.2 Eesearch participants
3.3 Data collection
3.3.1 Classroom observation
3.3.2 E-portfolios
3.3.3 Questionnaire
3.3.4 Interviews
3.4 Data analysis
Chapter 4 Results and Discussion
4.1 Teaching procedure of the EP-guided course
4.2 Teaching principles of Exploratory Practice
4.2.1 Put “quality of life” first
4.2.2 Work primarily to understand classroom life
4.2.3 Work to involve everybody
4.2.4 Work to bring people together
4.2.5 Work to mutual development
4.2.6 Integrate the work for understanding into classroom practice
4.2.7 Make the work a continuous enterprise
4.3 Pre-service English teachers’ levels of reflections
4.3.1 Levels of reflections of pre-service English teachers
4.3.2 Issues considered in pre-service English teachers’ reflections
4.4 Pre-service English teachers’ attitudes towards this EP-guided course
4.4.1 Attituded towards reflections of pre-service teachers
4.4.2 Attituded towards teaching philosophy
4.4.3 Attituded towards teaching methodology
4.4.4 Attituded towards e-portfolios
Chapter 5 Conclusion
5.1 Major findings and implications
5.2 Limitations and suggestions
REFERENCES
Appendices
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