本站原创摘要4-6
Abstract6-8
Acknowledgments8-14
Chapter One Introduction14-19
1.1 Research Background14-15
1.2 Objective of the Present Study15-16
1.3 Approach of the Present Study16-17
1.4 Layout of the Thesis17-19
Chapter Two Literature Review19-31
2.1 Previous Study on Culture19-21
2.1.1 Definition of Culture19
2.1.2 Classification of Culture19-20
2.1.3 Attitudes towards Culture Teaching20-21
2.2 Previous Study on Culture Teaching Approaches21-24
2.2.1 The Knowledge-Focused Approach22
2.2.2 The Behior-Focused Approach22-23
2.2.3 The Meaning-Focused Approach23
2.2.4 Summary23-24
2.3 Previous Study on Multiple Intelpgence Theory24-31
2.3.1 Multiple Intelpgence Theory24-27
2.3.2 Previous Study on MIT abroad27-28
2.3.3 Previous Study on MIT at Home28-31
Chapter Three Theoretical Framework31-42
3.1 Constructivi in Senior High Engpsh Learning31-34
3.1.1 Constructivi and MIT31-32
3.1.2 Senior High Engpsh Learning and MIT32-34
3.2 The Requirements of New Curriculum34-36
3.2.1 The Objective Requirements of New Curriculum for MI34-35
3.2.2 The Resource Requirements of New Curriculum for MI35-36
3.2.3 The Strategic Requirements of New Curriculum for MI36
3.3 The MIT-Based Model in Senior High Cultural Corner Teaching36-42
3.3.1 MIT-Based Model for Cultural Corner Teaching37-38
3.3.2 A Sample Teaching Plan Applying the MIT-Based Model38-42
Chapter Four Methodology42-47
4.1 Research Questions42-43
4.2 Research Design43-46
4.2.1 Method43-44
4.2.2 Subjects44
4.2.3 Instruments44-45
4.2.3.1 Questionnaire44-45
4.2.3.2 Interview45
4.2.3.3 Test45
4.2.4 Procedures45-46
4.3 Data Collection46-47
Chapter Five Results and Discussion47-61
5.1 Quaptative Results and Discussion47-52
5.1.1 Results of Questionnaires47-49
5.1.2 Discussion on Results of Questionnaires49-50
5.1.3 Results of the Interview50-51
5.1.4 Discussion on Results of the Interview51-52
5.2 Quantitative Results and Discussion52-59
5.2.1 Results of Tests52-56
5.2.2 Discussion on Results of Tests56-59
5.2.2.1 MI as a Means to Contribute to Long-term Memory57
5.2.2.2 The Role of MI in Improving Motivation57-59
5.3 Summary59-61
Chapter Six Conclusion61-72
6.1 Major Findings61-63
6.2 Pedagogical Imppcations63-68
6.2.1 Choices of the Intelpgences63-65
6.2.2 Requirements on Teachers’ Roles65-67
6.2.3 An Objective Attitude towards MIT-Based Model67-68
6.3 Limitations of the Study68-69
6.4 Suggestions for Further Study69-70
6.5 Summary70-72
References72-76
Appendix Ⅰ76-78
Appendix Ⅱ78-80
Appendix Ⅲ80-83
Appendix Ⅳ83-87
Appendix Ⅴ87-88