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1、ACKNOWLEDGEMENTS‘Firstandforemost，1wouldliketoextendmymostsinceregratitudetomysupervisor，AssociateProfessorZhengZhilian，whohasgivenmealotofencouragementandguidedmethroughthevariousstagesofcompletingthisthesis1wishtoexpressmythankstoZhaoYueintheCollegeofForeignLanguages，ZhejiangNormalU
2、niversity．1wouldlikealsogivemygratitudetotheteachersandstudentsintheforeignlanguagecollegeinTaizhouUniversityfortheirenthusiastichelpduringtheinterviewsandquestionnaireinvestigationsamongthem．Withouttheirpatientanddetmledexplanationabouttheirteachingandlearning，thecompletionofthisthes
3、iswouldbeimpossible．Ⅲ2㈣5㈣瓢咖3帥哪哪m●1●Ⅲ4洲Z刪YABSTRACTInthepastdecade，enrollmentexpansionhashappenedinalmostalltheChineseuniversitiesandcolleges．Some3yearlocaltechnicalcollegeshavefinishedtheirupgradingtObecome4yearfulltimeuniversitiesSOastoenrollmorehighschoolgraduates．Theseinstitutionala
4、djustmentcausedthenumberofuniversitystudentstoincreasedramatically．Somestudyindicatesthattheplannedexpansionofenrollmentofuniversitystudents，ontheonehand，offeredmoreopportunitiesforhighschoolgraduatestoenteruniversity；Ontheotherhand，thesuddenexpansionofscalesofuniversityleveleducation
5、begantocausetheuniversitiestofacetheissuetoguaranteethequalityofteaching．Forthisreason，anacademicresearchtrendoccurredintheeducationalcircleonhowtointegratetheavailableeducationalresourcesandchangetheoldteachingmodelSOastoimproveeducationalquality．SomelearnedscholarsinChina,suchasYeLa
6、n(2009)andZhongQiquan(鐘啟泉，2005and2007)，havemadetheoreticalcontributionsonclassroomteachingmodelshiftandeducationalinnovation．Theirtheoreticaldiscussionshaveadvocatedthechangefromtheold“fulllecturestyleteaching’’or“knowledge—transfusingcenteredteaching’’tothenew“constructiveteachingmet
7、hod”．Inspiredbytheparadigmshifttheoryrelatingtoclassroomteaching，practicessuchasteachersclassroomactivitydesign，theteacher-studentclassroominteractionandstudentsparticipationinhands—onactivitieshavebecomerecognizednewbenchmarksforevaluationofteachingquality．Asurveyonacademicliterature
8、revea
