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Frontiers in Educational Research, 2021, 4(9); doi: 10.25236/FER.2021.040920.

Research on the Integrated Teaching Model of College English Reading and Writing Based on the Output-oriented Approach


Qingqing Li

Corresponding Author:
Qingqing Li

Yangtze University College of Arts and Sciences, Jingzhou, China


As the main force of popularization of higher education, local colleges and universities mainly aim at cultivating applied talents. "The traditional single and general college English course, which aims at improving the level of learning language, can no longer meet the talent training of local undergraduate colleges in the transition period under the new situation". Because students are unfamiliar with the new knowledge field, the student-led classroom learning activities fail to reach the due height and depth. With the globalization of the world economy and the great demand of society for high-quality applied talents, local undergraduate colleges, which carry the mission of delivering all kinds of applied talents to society, are facing unprecedented reform pressure, especially in college English teaching. This method puts forward the teaching hypothesis of "Output Driven-Input Promotion", and adheres to the "Learning Center" and "Learning-Utilization Integration”. With the idea of "whole person education", it can solve the disadvantage of "separation of learning from practice" in current foreign language education and greatly improve students’ comprehensive ability of using English. In this paper, based on the output-oriented method, under the theoretical framework of output-driven and input-driven, the output-oriented mode of teaching can make full use of the characteristics of "learning to apply, to promote learning", to improve teaching efficiency and teaching effect.


Output-oriented approach, college English, integrated teaching of reading and writing

Cite This Paper

Qingqing Li. Research on the Integrated Teaching Model of College English Reading and Writing Based on the Output-oriented Approach. Frontiers in Educational Research (2021) Vol. 4, Issue 9: 101-105. https://doi.org/10.25236/FER.2021.040920.


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