An SCTPPP Instruction Model Expeirmentation In College English Intensive Reading

College English Intensive Reading(CEIR) has been an essentialcourse applied in many colleges and universities of China for tampingand improving students’ comprehensive abilities including listening,speaking, reading, writing and translating. Investigation results done inone single college in this paper shows that in the teaching of CEIR,majority of teaching methods take the teacher as center where largeinformation are inculcated to students who only show little participation,which leads to unideal teaching effects; and that although multimediatechnology like computer is used in practical teaching, it gets little effectsand leaves large vacancy for exploring. This situatioan reflects currentproblems in the teaching of CEIR to some extent. As various teachingmethods renew constantly and multimedia internet developes rapidly, itbears great significance to explore good language teaching methods forthe needs of times and society.This paper proposes the instruction model of students-centeredcomputer-assisted task-based presentation, practice and production(SCTPPP instruction model for short) emphasizes actual demands ofstudents and makes full use of modern information resourses, so itenhances to cultivate individualized learning and autonomous learning ofstudents. It meets College English Curriculum Teaching Requirements set by Education Bureau of China in2007, suits for talents training goal ofuniversities and colleges, and essentially promotes all-round developmentof students.Quantitative and qualitative research methods are used in this paper.It firstly analyzes the ideology conflics in the teaching of CEIR andpoints out that SCTPPP instruction model is an ideal approach to solvethese conflicts. Then the feasibility and practicability of SCTPPPinstruction model is analyzed on theoretical level. A four-monthexperimentation is then done for practical check and proof. Results showthat it makes significant progress in the experimental class in readingcomprehension and translation, and in vocabulary the progress isinsignificant so further interviews are made for finding out deeperreasons. As CEIR covers all5aspects of students’ English levels, it isimpossible for a researcher to collect and analyze all data at a time. Thus,experimental research in this paper focuses on three aspects: vocabulary,reading and translation, leaving other three aspects: listening, speakingand writing as well as unpleasant results of vocabulary open for futureexperimentations.