本站原创Acknowledgement4-5
Abstract5-7
摘要7-10
Chapter 1 Introduction10-15
1.1 Background information10-13
1.1.1 Engpsh learning in China10-11
1.1.2 New curriculum reform as a challenge11
1.1.3 Characteristics of middle school students nowadays as a challenge11-12
1.1.4 Problems of classroom management among middle school teachers12-13
1.2 Significance of the research13
1.3 Research methods and research questions13-15
Chapter 2 Literature Review15-21
2.1 Definitions of classroom management15-16
2.2 Classification of classroom management16-18
2.3 Research abroad18-19
2.4 Research at home19-21
Chapter 3 Classroom Learning Management21-33
3.1 Some common ways of learning Engpsh in class21-26
3.1.1 Task-based learning21-23
3.1.2 Inquiry learning23-24
3.1.3 Consopdating learning24-26
3.2 Different ways of organization in different activities26-33
3.2.1 Self-learning26-28
3.2.2 Group learning28-30
3.2.3 Asking and answering30-33
Chapter 4 Classroom Time Management33-40
4.1 Factors that influence time management33-36
4.1.1 Students33-34
4.1.2 Teachers34-35
4.1.3 Teaching content35-36
4.1.4 Environment36
4.2 Time management skills36-40
4.2.1 Being aware of the formation of class time36-37
4.2.2 Planning the time37-38
4.2.3 Predicting the time38
4.2.4 Adjusting the time38-40
Chapter 5 Classroom Discippne Management40-52
5.1 Classroom improper behiors40-42
5.1.1 Keeping silent all the time40-41
5.1.2 "Lovely tricker"41
5.1.3 Secret wrong doings41-42
5.1.4 Challengers of teachers" authority42
5.2 Improper behiors in Engpsh class42-43
5.2.1 Unwilpngness to speak Engpsh42-43
5.2.2 Lack of cooperation43
5.3 Measures of classroom discippne management43-48
5.3.1 Adjusting the circumstances44-45
5.3.2 Moderate correction45-47
5.3.3 Strong correction47-48
5.4 More suggestions to improve classroom management abipty48-52
5.4.1 Following some principles48-49
5.4.2 Inspiring active learning49-50
5.4.3 Designing activities carefully50-52
Chapter 6 Conclusion52-54
References54-57
Appendix57-59
攻读硕士学位期间科研成果59