文摘
英文文摘
论文说明：List of Tables、List of Figures
声明
ACKNOWLEDGEMENTS
Chapter One INTRODUCTION
1.1 Background of the Research
1.2 Purpose of the Study
1.3 Research Questions
1.4 Definition of the Terms
Chapter Two LITERATURE REVIEW
2.1 Dewey's Engaging Learners through Experiences
2.2 The Development of Theme-based Instruction
2.2.1 The Original Concept of Theme-based Teaching Approach by Cameron
2.2.2 The Revised Notion of Thematic Approach
2.2.3 Thematic Approach in Practice
2.3 The Mainstream Approaches and Trend in Teaching Chinese as a Foreign Language in the U.S
2.4 Pesola's Framework for Curriculum Development
2.5 Mohan's Knowledge Framework
2.6 Culture and Its Contribution to Curriculum
Chapter Three RESEARCH DESIGN AND DATA COLLECTION
3.1 Method
3.2 Participants and Sites
3.2.1 The Research school
3.2.2 The Student Participants
3.2.3 The Teacher Participants
3.2.4 The Status Quo of the Chinese Program at the Research School
3.3 Sources of Data
3.3.1 The Chosen Content/Themes
3.3.2 Students'Pre-Unit Survey and Post-Unit tests
3.3.3 Teachers’Survey on Teaching with TBA
Chapter Four RESULTS AND FINDINGS
4.1 Findings on the Contrast of TBA and Non-TBA
4.1.1 Distinction in Curriculum Design
4.1.2 Distinction in Teaching Materials
4.1.3 Distinction on Actual Classroom Teaching
4.2 Findings related to Mohan's Knowledge Framework
4.3 Findings from Students'Survey and Test Results
4.4 Findings based on CGTS'Perspectives on TBA
4.5 Summary
Chapter Five CONCLUSION
5.1 Conclusion
5.2 LIMITATIONS OF THE STUDY
REFERENCES
APPENDICES
在读期间发表的学术论文与研究成果
