A Study On The Development And Utilization Of Curriculum Resources Of College English Reading

In the study of foreign language, reading ability plays an important rolein improving comprehensive language skills; meanwhile, readinginstruction occupies a crucial position in college English instruction. But,in China, the college English reading instruction is mainly following thegrammar-translation method and the teacher-centered,examination-oriented English teaching pattern that focuses on thetextbook which is applied as the only curriculum resources to solve theproblems of vocabulary and grammar prevents students from developingtheir reading ability. As early as1949, Taylor (RalPhw. Tyler), the fatherof the modern curriculum theory, gave the definition of curriculumresources from the basic problems within the course, and considered thecontent of curriculum resources as four aspects:"resources of educationaltarget, resources of learning experience, resources of organizing learningexperience and resources of making the evaluation scheme". That is tosay, college English reading curriculum resources should be developedand applied in a variety of channels without a use of reading textbooks asthe only curriculum resources. The development and utilization ofcurriculum resources should be applied to the college reading instruction,aiming to make students understand extra curriculum resources other thantextbooks. The teachers are supposed to recognize the content of thecurriculum resources, the classification and development ways to explorethe curriculum resources. So as that they can use these resources to guidethe student’s English reading better, to improve the students’ readingability fundamentally.In order to get rid of the shortages of traditional reading instruction andimprove the quality of English reading instruction in our country, thisthesis intends to apply different curriculum resources on college Englishreading instruction and uses teaching experiment to testify theeffectiveness of this teaching approach in reading instruction.During the teaching experiment, the author comes up with the question:(1)What is the current status of college English reading course?(2)What is the development and integration of college English curriculumresources?(3)Can the development and integration of college Englishreading course resources improve students’ reading ability?Teaching experiment is carried out among80sophomores of InnerMongolia Medical University, who are non-English majors for one term,and the author adopts quantitative and qualitative methods in the teachingexperiment, including reading comprehension tests to experimental classand comparing class before and after the teaching experiment,questionnaires only to the experimental class. After the teachingexperiment, the author analyses the data collected from the experiment.From the data analysis, we can conclude that the students in theexperimental class develop a relatively better understanding of texts, thus,it indicates that (1) The textbooks are treated as equal as college Englishreading course resources for most of the English reading teaching. Thereis no further development and utilization of other resources.(2) Thereare different ways to develop the college English reading courseresources.(3)The development and utilization of curriculum resourcescan enhance students’ reading ability and autonomous learning ability,which answers the experiment questions successfully.In China, the development of curriculum resources on college Englishreading instruction is still at the exploring stage, and there are still someproblems in using it. A lot of work should be done in order to modifysuch a teaching approach to our classroom. Owing to the limitations ofthe author’s academic knowledge and limited conditions, this study isonly a tentative one, leaving too much room to improve. At last, theauthor hopes this study would be helpful for college English readinginstruction and enlighten more and more teachers to work on this field.