The Follow-up Course Study Under "College English Curriculum Requirements"

The introduction of China’s " College English Teaching Syllabus (Trial)" in1962, marking the first English course syllabus was born.50years later, China’sEnglish syllabus has gradually developed into today’s "College English CurriculumRequirements". Under the background of Syllabus development and follow-upcourses development, where should the follow-up college English courses head for?This study attempts to answer this question.On the basis of theoretical research, the theory and concepts of courses andsyllabus were firstly defined by the author. And then from an empirical perspective,the College English course survey were given to the follow-up courses teachers andstudents respectively, who were selected randomly from90universities in30provinces or autonomous regions in China, aiming at discovering the problems facedby college students and follow-up course teachers.The results showed that: the current college English students in junior andsenior were polarized seriously, and the teachers on the other hand appearedpowerless in follow-up course teaching, which all made follow-up educationdeveloped slowly.In addition, the author offered some suggestions according to students, teachersand the external environments, such as in teaching, and pointed out the inadequaciesin the research.In summary, this study has two aspects of value, both theoretically andpractically. Through the in-depth theoretical study of college English courses and theCollege English Curriculum Requirements, the specific modes of operation wereproposed by the author, which would be an asset in the follow-up course studies andtheoretical fields. From a practical perspective, this study has made some referencesfrom C9alliance(9universities in China), E8alliance(8universities in Shanghai,Suzhou, Zhejiang province), as well as the University Alliance policy in Chongqing now. This had also offering some values to the follow-up courses in colleges anduniversities in China.