| List of Tables | 第1-7页 |
| List of Figures | 第7-8页 |
| Acknowledgements | 第8-9页 |
| Abstract | 第9-10页 |
| 摘要 | 第10-11页 |
| Chapter 1 Introduction | 第11-17页 |
| ·The researcher's autobiography | 第11-12页 |
| ·Background of the study | 第12-14页 |
| ·Significance of the study | 第14-15页 |
| ·Overview of this thesis | 第15-17页 |
| Chapter 2 Literature Review | 第17-30页 |
| ·Lesson Study | 第17-21页 |
| ·Definition of LS | 第17页 |
| ·Features of LS | 第17-19页 |
| ·Procedures of LS | 第19-21页 |
| ·LS around the world | 第21-30页 |
| ·LS in Japan | 第21-23页 |
| ·LS in America | 第23-24页 |
| ·LS in Hong Kong | 第24-26页 |
| ·LS in Mainland China | 第26-27页 |
| ·LS in some other countries | 第27-30页 |
| CHAPTER 3 Theoretical Framework | 第30-46页 |
| ·Teacher professional development | 第30-35页 |
| ·Concept of teacher professional development | 第30-31页 |
| ·Characteristics of effective professional development | 第31-32页 |
| ·Effective modes of professional development | 第32-35页 |
| ·Teacher learning and teacher knowledge | 第35-40页 |
| ·Teacher learning:striving for teacher knowledge growth | 第35-37页 |
| ·Teacher knowledge:focus on PCK | 第37-40页 |
| ·Social-cultural perspective of teacher learning and social constructivism | 第40-41页 |
| ·Social-cultural perspective of teacher learning | 第40-41页 |
| ·Social constructivism | 第41页 |
| ·Grammar-teaching theories | 第41-46页 |
| ·Definition of grammar | 第41-42页 |
| ·Grammar teaching methods | 第42-44页 |
| ·Communicative grammar teaching | 第42-43页 |
| ·Inductive method | 第43页 |
| ·Pedagogical task and exercise | 第43-44页 |
| ·Interactive model | 第44-46页 |
| CHAPTER 4 Research Methodology | 第46-53页 |
| ·Research purpose and research questions | 第46-47页 |
| ·Research environment | 第47页 |
| ·Research participants | 第47-48页 |
| ·Plan of the research | 第48-50页 |
| ·Data collection | 第50-51页 |
| ·Data analysis | 第51-53页 |
| CHAPTER 5 The Implementation Process | 第53-79页 |
| ·Research initiation on English grammar instruction | 第53-54页 |
| ·Investigation of English grammar instructional situation | 第54-55页 |
| ·Selecting target grammar item,conducting pre-test and planning research lesson | 第55-63页 |
| ·The 1~(st) round of research lesson | 第63-64页 |
| ·The 1~(st) round of post-lesson collective reflection | 第64-70页 |
| ·The 2~(nd) round of research lesson | 第70页 |
| ·The 2~(nd) round of post-lesson collective reflection | 第70-76页 |
| ·The 3~(rd) round of research lesson | 第76-77页 |
| ·The 3~(rd) round of post-lesson collective reflection | 第77页 |
| ·Post-test,questionnaires and interviews | 第77-79页 |
| CHAPTER 6 Results and Discussion | 第79-115页 |
| ·Teaching achievements:Studelits' changes through LS | 第79-86页 |
| ·Students' conception of infinitives | 第79-81页 |
| ·Students' communicative use of infinitives | 第81-84页 |
| ·Students' attitudes and beliefs | 第84-86页 |
| ·Novice teachers' changes through the LS | 第86-111页 |
| ·Changes in pedagogical content knowledge(PCK) | 第86-102页 |
| ·Change in knowledge of students | 第86-92页 |
| ·Change in knowledge of curriculum | 第92-95页 |
| ·Change in knowledge of pedagogy | 第95-100页 |
| ·Change in knowledge of themselves | 第100-102页 |
| ·Novice teachers' perception of learning community | 第102-111页 |
| ·Communication and learning | 第103-104页 |
| ·Observation and learning | 第104-105页 |
| ·Reflection and learning | 第105-111页 |
| ·The role of significant others | 第111-115页 |
| ·The role of the university supervisor | 第111-113页 |
| ·The role of the mentor teachers | 第113-115页 |
| CHAPTER 7 Conclusion | 第115-119页 |
| ·Summary of the main findings | 第115-116页 |
| ·Implications for EFL teacher education | 第116-117页 |
| ·Limitations and recommendations | 第117-119页 |
| References | 第119-125页 |
| Appendix 1 Paper for pre-test and Post-test | 第125-127页 |
| Appendix 2 Questionnaire for novice teachers | 第127-129页 |
| Appendix 3 Samples of reflective journals | 第129-130页 |
| Appendix 4 Sections of transcript of reflective meetings | 第130-131页 |
| Appendix 5 Interview questions to students and teachers | 第131-132页 |
| Appendix 6: Lesson observation sheet | 第132页 |
广告服务 
