Research on CET-4/CET-6 Exams and College English Teaching Reform-Based on the Perspective of Graded Classroom Teaching Implementation

Jing Xu; Qi Zhang; YunZi Chen; HanMing Diao

doi:10.63313/IJED.9077

Authors

Jing Xu Sichuan University of Science and Engineering, Zigong 643000, China Author
Qi Zhang Sichuan University of Science and Engineering, Zigong 643000, China Author
YunZi Chen Sichuan University of Science and Engineering, Zigong 643000, China Author
HanMing Diao Sichuan University of Science and Engineering, Zigong 643000, China Author

DOI:

https://doi.org/10.63313/IJED.9077

Keywords:

CET-4 and CET-6 Exams, Graded Teaching, College English, Teaching Reform

Abstract

Against the backdrop of the deepening internationalization of education and the construction of new liberal arts, cultivating compound international talents with both professional expertise and international communication skills has become the core educational goal of universities. As a core general education course in higher education, College English serves as a crucial medium for cultivating the language proficiency and cross-cultural communication skills of international talents. The reform and upgrading of the National College English Test (CET) provides important guidance and evaluation criteria for enhancing the quality and efficiency of English teaching in universities. Current traditional college English teaching faces issues such as homogenization of teaching, vague objectives, insufficient classroom adaptability, and a single evaluation system, making it difficult to meet the needs of graded teaching and the standards for cultivating compound talents. This paper takes the implementation of graded classroom teaching as the core entry point, conducting research and analysis from four major classroom dimensions: teacher-student teaching preparation, classroom instruction, academic output, and teaching evaluation. Combining the new positioning, new question types, and new evaluation guidelines of the CET, it focuses on five core modules: teaching goal setting, curriculum system design, textbook resource selection, teacher team training, and teaching evaluation optimization. It constructs a college English teaching reform plan tailored to the cultivation of compound international talents, refining the optimization paths for teaching concepts, teaching methods, and curriculum implementation. This provides practical references for the implementation of graded English teaching in universities, the improvement of teaching quality, and the cultivation of international talents.

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