ACKNOWLEDGEMENT
ABSTRACT
摘要
CONTENTS
Chapter one Introduction
1．1 Background of the study
1．2 Purpose and significance of the study
1．3 Structure of the thesis
Chapter Two Literature Review
2．1 Definitions of concept maps
2．1．1 Concept maps as Visual displays of macro-structure of text
2．1．2 Concept maps as representaons of micro-knowledge of text
2．1．3 Concept maps as scaffolds of output perfbrmance of text
2．2 Theoretical framework and its enlightenment to concept mapping
2．2．2 Constructivist learning theory and its enlightenment to concept mapping
2．2．3 Social learning theory and its enlightenment to concept mapping
2．3 Relevant empirical studies on the application of concept maps to develop students’ oral communicative competence in reading class
2．3．1 The requirements of oral communicative competence according to the New English Curriculum
2．3．2 A comparison between concept maps and mind maps
2．3．3 Guidelines for applying concept maps to improve students’ oral communicative competence in mading class
Chapter Three Methodology
3．2 Research subjects
3．3 Research methods
Chapter Four Results and discussion
4．1 The current teaching：difficulties and chanenges were confronted
4．2 Zhong Haijing’s class：concept maps as instructional tools for knowledge construction，communication and sharing
4．2．1 Proposition filling：stimulate students’ interaction
4．2．2 Relationship filling：foster students’ critical thinking
4．2．3 The sum-up of concepts：scaffold students’ output performance
4．3 Comparison of the correlation between CM and CE
4．3．1 The reliability and validity of scales to measure the results
4．3．2 Analysis the results for representative stages of the concept map creation
4．3．3 Analysis the results of oral communicative competence with the help of a well-constructed concept map by rubric aspect
4．4 Students’ comments on the usage of the concept maps
Chapter Five Conclusions
5．1 Major findings
5．2 Some im plications
5．3 Limitations
REFERENCES
Appendixes
声明
