CHAPTER ONE
INTRODUCTION
1.1 Background
1.2 Aims of the study
CHAPTER TWO
REVIEW OF THE LITERATURE
2.1 Introduction
2.2 The RCS
2.3 What it means to be a good teacher
2.4 Teachers’knowledge
2.5 Relationship between teachers’beliefs and practices
2.6 Teacher training
2.7 Relationship between curriculum and society
2.8 Curriculum and curriculum definitions
2.9 Educational change
2.10 The use of resources in English language teaching in China
2.11 Conclusion
CHAPTER THREE
METHODS AND METHODOLOGY
3.1 Introduction
3.2 The epistemology underpinning the study
3.3 The research approaches
3.4 Data collection methods and the timeline
3.5 Ethical considerations
3.6 Reliability and validity
3.7 Conclusion
CHAPTER FOUR
FINDINGS OF PHASE
4.1 Introduction
4.2 Results of the analysis of the 2001 curriculum and the RCS
4.3 Findings from the web forum data
4.4 Conclusion
CHAPTER FIVE
FINDINGS OF PHASE TWO
5.1 Introduction
5.2 The characteristics of the participants in this study
5.3 Features of questionnaire responses
5.4 Presenting the questionnaire results
5.5 Are teachers teaching the 2001 or the RCS？
5.6 Teachers’ views on the RCS
5.7 Humanistic values
5.8 Progress and continuity
5.9 Teaching practice
5.10 Professional development of teachers
5.11 Happiness and cooperation in teaching English
5.12 Similarities and differences between Chinese and English speaking cultures
5.13 Putting more emphasis on phonetic skills
5.14 Teachers’views about teaching and teacher’s roles
5.15 Training for the RCS
5.16 Conclusion
CHAPTER SIX
DISCUSSION OF THE MAIN FINDINGS
6.1 Introduction
6.2 Challenges the RCS poses for teachers
6.3 The adaptive and enactment perspectives of the implementation of the RCS
6.4 Questions about whether teachers learned phonetics，linguistics pedagogy and psychology
6.5 Methodological limitations of the study
6.6 Conclusion
CHAPTER SEVEN
CONCLUSION
7.1 The implications of this research
7.2 The contributions of this research
7.3 Recommendations
APPENDICES
Appendix 1：Teaching Case in the RCS
Appendix 2：Participant Information Sheet： For Teachers
Appendix 3：Participant Consent Form
Appendix 4：Revised Questionnaire
Appendix 5：Revised Interview Questions
Appendix 6：The Characteristics of the Questionnaire Respondents
Appendix 7：The Characteristics of the Interview Respondents
REFERENCES
