A Study on the Design of College English Classroom Teaching Based on the Production-Oriented Approach

Abstract

College English classroom teaching faces the dilemma of the separation between knowledge learning and production ability. The Production-Oriented Approach provides a systematic design framework for solving this problem. This study, based on the Production-Oriented Approach, explores the theoretical constructs, core elements, and structural optimization paths of college English classroom teaching design. The study elucidates the reconstruction of the teaching objective system and the input-output coordination mechanism under the hypothesis of the "integration of learning and using." It analyzes the task triggering conditions, the material selection gradient, and the teacher-student collaborative assessment framework in the three stages of motivating, enabling, and assessing. Furthermore, it proposes the chain integration logic of the teaching process, the dynamic scaffolding adjustment mechanism, and the transfer model of learning responsibility. The study argues that the teaching design from the perspective of the Production-Oriented Approach should construct a closed-loop system in which motivating, enabling, and assessing are nested within each other, and achieve the ability closure of transferring from in-class instruction to out-of-class learning through the gradual transfer of responsibility.