Study On Text Transformation Of Curriculum Implementation Of College English

The curriculum implementation is the most decisive component of the curriculum reform, which can make or break the reform. In China, due to insufficient researches into the curriculum implementation of college English, problems arising in the process of curriculum implementation are hampering curriculum reform of college English all the way. This paper probes into the text transformation among five texts in the process of curriculum implementation, by introducing the Five-level Curriculum Theory (namely Ideological Curriculum, Formal Curriculum, Perceived Curriculum, Operational Curriculum and Experienced Curriculum), proposed by J.I. Goodlad, a famous US expert in curriculum, as well as the Text Theory. Based on the Curriculum Theory, Didactics, the Intertextuality Theory as well as the Process Theory from Philosophy, this study lay focus on the problems arising in the process of the curriculum implementation of college English and the transformation among the five texts and explores hether there is conformity among these five curriculum levels or to what extent a shift can avert devaluation or even see an increase of value in the process of text transformation, by employing a range of research methods including literature reviews, questionnaire surveys and interviews. This systematic study, structurally combining the curriculum implementation of college English with the text transformation, comes out with an innovative strategy of text transformation in the dynamically-generated curriculum implementation of college English. It is of great significance for improving the efficiency of curriculum implementation of college English and advancing the curriculum reform of college English.This paper is divided into five chapters: Chapter 1 makes a brief introduction to the underlying reason to choose the theme and definitions of key concepts, as well as the theoretical foundation, literature reviews, research approaches, purpose and significance of this paper.Chapter 2 expounds on the status quo of text transformation in the curriculum implementation of college English based on the survey fingdings, and maks a good analysis of the "trisomic-bodies" of the curriculum implementation, namely——students, text, teachers and their mutual relations.Chapter 3 gives a full-length analysis of the four transformation processes among the five texts, as well as their outcomes and features, laying a foundation for a strategy of text transformation in the dynamically-generated curriculum implementation of college English.Chapter 4 tentatively constructs the strategy of text transformation in the dynamically-generated curriculum implementation of college English, involving a new curriculum development model featuring"the teacher is the curriculum", enhancement of college teachers'capability to converge Chinese culture with Western cultures, an increase of pragmatics-based instruction, great importance attached to professionalization of college English instruction, continuity of English learning, durability of text transformation outcomes and construction of a diversified curriculum evaluation model, in a bid to improve the quality of curriculum implementation of college English.Chapter 5 draws a conclusion.