Output-oriented Approach and College English Teaching Reform

Abstract

Based on the in-depth analysis of the disadvantages and benefits of traditional college English teaching methods, the key problems to be solved in the course of curriculum reform are identified. Output-oriented approach is conducive to overcoming the disadvantage of "separation of learning and application" in College English teaching in China. Its unique advantages can drive learning output. Its abundant evaluation system can also enhance students' learning motivation, and in the process of improving the traditional teaching mode to form a cooperative-facilitative teaching mode. 1. Problems in Traditional College English Teaching Method 1.1 Traditional College English teaching methods lack abundant ways to test learning outcomes. The ways of testing learning outcomes in the process of College English teaching include the midterm and final examinations under the traditional mode, as well as the National College English grade examinations. It is a fixed way in the traditional teaching mode to use these examinations to test students. However, it is far from enough to change this way only by means of the reform of College English teaching methods. This rigid goal and learning method will make students lose some flexibility and language sensitivity in language and culture learning. Without these characteristics which are crucial to language learning, a "cramming" learning mode will be formed in the process of learning, and thus they will not be able to go to school. Good results have been achieved in the internal examination and the national unified College English Level Examination. 1.2 Lack of students-oriented language thinking ability training. In the traditional college English classroom teaching, there has always been a lack of studentsoriented language thinking ability training, resulting in a great deal of autonomous learning space for students cannot get good teaching results, and students in this process cannot establish a very clear and serious learning objectives. 1.3 Lack of diversified cultural research and analysis methods. The drawbacks of traditional college English teaching mainly come from the strengthening of instrumental features in English teaching, while neglecting the purpose and foothold of learning this language tool. The goal of English language learning is to have a deeper understanding of cultural exchanges and multiculturalism, and to have a more open and inclusive view of the politics, economy, culture and specific lifestyles of the English-speaking countries in the world. 2. Output-oriented Approach (POA) Theory POA consists of three parts: teaching philosophy, teaching hypothesis and teaching process. "Teaching concept" determines the direction and overall goal of classroom teaching; "teaching hypothesis" is the theoretical basis of each link of classroom teaching, which needs to be tested one by one; the third part, "teaching process" is the carrier of realizing "teaching concept" and testing "teaching hypothesis", and is also the step and means of realizing POA teaching goal. 4th International Conference on Humanities Science and Society Development (ICHSSD 2019) Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 328