ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
Chapter 1 Introduction
1．1 Background of the study
1．2 Purpose and significance of the study
1．3 Structure of the thesis
Chapter 2 Literature Review
2．1 Teachers’ knowledge
2．2 The definition and components of pedagogical content knowledge
2．3 Related studies of pedagogical content knowledge at home and abroad
Chapter 3 Research Methodology
3．1 Research questions
3．2 Subjects
3．3 Instruments
3．4 Data collection and analysis
Chapter 4 Results and Discussion
4．1 Differences in subject matter knowledge
4．1．1 Teachers’ mastery of purposes for English teaching
4．1．2 Students’ perceptions of teachers’ subject matter knowledge
4．2 Differences in instructional representation and strategies
4．2．1 Teachers’ practice of presentation strategies
4．2．2 Students’ opinions of teachers’ instructional representation and strategies
4．3 Differences in instructional objectives and context
4．3．1 Teachers’ understanding of teaching aims and learning atmosphere
4．3．2 Students’ views of teachers’instructional objectives and context
4．4 Differences in knowledge of students’ understanding
4．4．1 Teachers’ conceptions of students’ learning difficulties and mistakes
4．4．2 Students’ perceptions about teachers’ knowledge of students’ understanding
Chapter 5 Conclusion
5．1 Major findings
5．2 Implications
5．3 Limitations and Suggestions
References
Appendices
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