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Frontiers in Educational Research, 2022, 5(18); doi: 10.25236/FER.2022.051803.

Research on the Construction of College English Development Courses Based on the Theory of Demand Analysis


Jiang Meifang1,2, Han Kunpeng3

Corresponding Author:
Han Kunpeng

1School of Foreign Studies, Lingnan Normal University, Zhanjiang, China

2School of Education, City University of Macao, Macao, China

3Zhanjiang Cunjin Peicai Middle School, Zhanjiang, China


Curriculum construction is the core element of talent fostering. College English development course is an important part of college English curriculum system. Through questionnaire survey and semi-structured interview method, this paper analyzes the College students’ learning needs in English, needs of teachers’ qualification, course types and teaching forms. According to the analysis results, this paper proposed ways of construction of College English development courses from the dimensions of curriculum, teachers, teaching methods, teaching materials and teaching assessment. To build the development courses, construction of the diversified, modular, hierarchical and distinguishing curriculum should be strengthened; highly qualified teachers on development courses can be optimized by teaching team and team teaching, as well as course progression and degree study. Improve teaching effectiveness by use of information technology to create three-dimensional teaching space; develop campus adaption teaching materials and build a teaching resource database for students personalized English learning; and promote diversified and developmental curriculum evaluation to stimulate students’ learning interest and involvement. Finally, to meet the needs of development of excellent English talents.


Learning needs, College English, Construction of development curriculum

Cite This Paper

Jiang Meifang, Han Kunpeng. Research on the Construction of College English Development Courses Based on the Theory of Demand Analysis. Frontiers in Educational Research (2022) Vol. 5, Issue 18: 12-19. https://doi.org/10.25236/FER.2022.051803.


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