声明
Chapter One Introduction
1.1 Research Background
1.2 Research Significance
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 Research Framework
Chapter Two Literature Review
2.1 Related Definitions
2.1.1 Definition of Assignment
2.1.2 Definition of Cognition
2.2 Related Studies
2.2.1 Types of High School English Assignment Design
2.2.2 Factors of High school English Assignments Design
2.2.3 Influence of High School English Assignment Design
Chapter Three Theoretical Basis
3.1 Bloom’s Taxonomy of Educational Objectives
3.2 Bloom-Anderson Cognitive Ability Model
3.3 Multiple Intelligence Theory
3.4 Zone of Proximal Development
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaire
4.3.2 Interview
4.4 Research Procedures
4.5 Data Collection
Chapter Five Results and Discussion
5.1 Results of Questionnaire
5.1.1 Students’ Understanding of English Assignments
5.1.2 Students’ Attitudes towards the English Assignments
5.1.3 Types of English Assignments
5.2 Results of Case Analysis
5.2.1 Number of Exercises at Different Cognitive Level
5.2.2 Matching Situation between Assignment Types and Cognitive Levels
5.3 Results of Interview
5.3.1 Principles of English Assignments Design
5.3.2 Purposes or Functions of English Assignments Design
5.3.3 Teacher’s Attitudes for Cognition-oriented English Assignments
5.3.4 Factors Affecting Teachers’ Cognition-oriented Assignments Design
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications of the Study
6.2.1 Types of Assignments Design
6.2.2 Cases of Assignments Design
6.3 Suggestions for Further Studies
参考文献
AppendixⅠQuestionnaire on Types of English Assignment for High School
AppendixⅡRecord of Teachers’ Interview
AppendixⅢ Sources of Students’ English Assignments
致谢
山东师范大学;
