Chapter One Introduction

 1.1 Research Background

 1.2 Overview of Present Research

 1.3 Research Questions

 1.4 Research Structure

Chapter Two Literature Review

 2.1 An Introduction to Relevant Fields for Review

 2.2 College English Classroom Teaching Research Review

 2.3 UbD Research Review

 2.4 Peer Coaching Research Review

2.4.1 Peer Coaching Research Abroad: Evolution and Focus

2.4.2 Peer Coaching Research in China: Focus and Limitation...

 2.5 Innovations in Present Research

Chapter Three Research Framework and Theories..

 3.1 Research Framework

 3.2 Research Theories

3.2.1 Tyler's Rationale

3.2.2 Understanding by Design (UbD)

3.2.3 Relationship between Tyler's Rationale and UbD

3.2.4 Teacher's Behavior

3.2.5 Peer Coaching

3.2.6 Relationship between Teacher's Behavior and Peer Coaching

 3.3 Research Model: Bermuda

3.3.1 An Introduction to Bermuda

3.3.2 Bermuda Model and Peer Coaching: The Twain Shall Meet

3.3.3 Bermuda Model and TPD

 3.4 Research Hypotheses

Chapter Four Research Methods and Procedures

 4.1 Research Methods and Procedures at a Glance

 4.2 Research Participants

 4.3 Research Tools

4.3.1 Team Meetings

4.3.2 Questionnaires

4.3.3 Interviews and Self-reflection Papers

4.3.4 Classroom Observation and Test Papers

 4.4 Research Procedures

4.4.1 A Primary Step in Bermuda Model: Knowing Students Well

4.4.2 A Fundamental Step in Bermuda Model: Defining Textbook, Teaching Objectives and Formative Evaluation Criteria...

4.4.3 An Essential Step in Bermuda Model: Assigning Peer Coaching Tasks and Conducting Lesson Design

 4.5 Research Data Analysis

4.5.1 Analysis on Structure Validity of Student's Questionnaire

4.5.2 Analysis on Content Validity of Student's Questionnaire

4.5.3 ANOVA of Pre-Test and Post-Test Data

Chapter Five Research Findings, Applications and

Reflections

 5.1 Research Findings: Feedback from Participants

5.1.1 Feedback from Peer Coaching Teachers

5.1.2 Feedback from Engineering Students

 5.2 Research Applications: Bermuda Model Lesson Design

5.2.1 Bermuda and Its Peer Models

5.2.2 Activity Design Principle: Learning by Doing

5.2.3 Text Analysis Principle: Seeking for Big Ideas I

5.2.4 Teaching Effectiveness Check: Using Worksheets

 5.3 Research Reflections: Significance of Peer Coaching in Lesson Design

5.3.1 Preparation: Peer Thinking for Inspiration and Innovation

5.3.2 Processing: Peer Effect for Emulation and Modeling

5.3.3 Presentation: Peer Review for Modification and Revision

Chapter Six Research Conclusions

 6.1 Research Overview

 6.2 A Brief Summary of the Research

 6.3 Limitations of the Research

6.3.1 Limitations of Questionnaires and Data Analysis

6.3.2 Limitations of Teaching Hours and Research Time Span

6.3.3 Limitations of Bermuda Model and Influences of Other Factors

 6.4 Suggestions for Further Studies

Bibliography

Appendixes

 APPENDIX 1 Questionnaire of Bermuda Model Peer Coaching CECT for Peer Coaching Teachers

 APPENDIX 2 Questionnaire of Bermuda Model Peer Coaching CECT for Students of Mechanical Engineering 2014

 APPENDIX 3 Examples of Checklists in Paper and QR Code Forms

 APPENDIX 4 Self-Reflection Paper for Students and Examples

 APPENDIX 5 A Picture of Teaching Materials

张艺宁著的《基于UbD的Bermuda模式同伴互助大学英语课堂教学实证研究》共分六个章节，第一章概述研究背景与研究问题；第二章综述国内外相关理论与应用研究的进程，提出本研究的创新点；第三章对UbD及同伴互助理论加以揉合拓展，引出Bermuda新模式，并突出新模式与基础理论的关联性；第四章介绍研究方法、研究步骤与数据分析，对具体的互助环节进行了阐释与剖析；第五章结合相关理论，从研究对象反馈、新模式的教学设计应用及同伴互助的重要性三个方面为切入点，提出研究发现、研究应用与研究反思；第六章归纳研究结论与研究不足，并提出后续研究建议。