A Study on the Integration of Understanding Contemporary China: An English Reading and Writing Textbook and the Main Textbook of College English Reading in ADDIE Model

Reading is an important part of college English learning, which plays an important role in improving students’ language comprehension, critical thinking, writing ability and cross-cultural cognitive ability. The article takes the benefits and obstacles of cultivating college English comprehension as an entry point, and establishes a model for teaching college English reading with the support of a smart classroom. In order to enrich college English reading teaching resources, a reading preference model is established based on students’ reading behavior, and reading preference resources are classified by the TF-IDF algorithm. Then the recommendation algorithm applied to English reading resources is designed by combining the similarity of students’ knowledge structure when they are reading English resources. Students in the first year of a university in the College of Foreign Languages of a university were selected as the research object and a teaching comparison experiment was designed as a way to verify the effectiveness of the university English reading teaching model. With a certain number of students, the accuracy of this paper’s recommendations for English reading teaching resources is approximately 3% to 40% higher than that of User-CF and Item-CF algorithms. The difference between the reading comprehension scores of students in class A and class B before and after the experiment is 7.42 points, and there is a significant difference (P<0.01), and the average value of students’ English reading comprehension level is 3.697 points. With the support of informatization technology combined with text mining technology, it is possible to realize the accurate recommendation of English reading teaching resources, and the university English reading teaching mode supported by smart classroom has a good prospect.

College English reading instruction represents a crucial component in enhancing students’ overall linguistic competencies. The advent of cognitive psychology has facilitated the application of the SOLO categorization theory as a novel approach to augmenting students’ proficiency in English reading. This study devises a teaching model tailored to college English reading based on the SOLO categorization theory and implements a systematic research design to evaluate its effectiveness. The efficacy of this model is assessed by comparing the changes in English reading learning attitudes, scores, and capabilities between an experimental group and a control group, using pre-and post-test results. The findings indicate that the mean difference in the English reading learning attitudes between the two groups expanded from 0.09 at the pre-test stage to 0.54 at the post-test stage. Moreover, the experimental group exhibited a substantially greater increase in English reading scores, with an improvement of 14.16, compared to 3.68 in the control group. In terms of English reading abilities, the experimental group outperformed the control group across four dimensions, with increases of 2.86, 1.04, 1.76, and 3.28, respectively. Overall, the university English reading teaching model grounded in SOLO classification theory significantly enhances students’ attitudes towards English reading and effectively boosts their reading achievements and capabilities.

Computer Assisted Language Learning (CALL) is an important concept in English teaching method reform. College students’ English reading ability is an important indicator in the evaluation on the college students’ English proficiency. Therefore, this paper applies the CALL model in English reading teaching. Firstly, it introduces the application and development prospect of the CALL model, and analyzes its advantages and disadvantages; secondly, it analyzes the present situation of college English teaching and its influencing factors and then designs an application example to integrate the CALL model with different aspect of English reading. Finally, it analyzes the teaching results of college English reading under the CALL model. Therefore, in both theory and practice, this paper proves the effectiveness and innovativeness of the CALL model.

In order to effectively improve college students’ English reading ability, this paper introduces multimodal teaching to analyze the way of teaching English reading in college. This paper firstly dismantles the multimodal teaching model, which is divided into multimodal teaching and the incorporation of the convolutional neural network, and analyzes the current situation of college English reading teaching. Secondly, we select the college English reading teaching modality, construct a multimodal fusion model for college English reading teaching and optimize this model to analyze the convergence and time complexity. Through the analysis of the fusion performance, we found that the accuracy and the pick-up degree of the pre-fusion increased by 22.25% and decreased by 18.22% compared with the unimodal fusion, and the number of participants increased by 61.51 Mb, which was not much different from the middle and late comparison, so the pre-fusion was selected to have the highest practicality. Finally, through the survey statistics on the application of multimodal teaching of college English reading, more than 80% of students and teachers think that multimodal teaching of college English reading can improve their English reading ability and teaching ability. So this teaching method improves their reading ability and enriches the diversity of teaching modes at the same time, which is worth promoting.

This research project aims to explore new approaches of English reading teaching by the effective use of context theories in order to improve college students' English reading abilities. The experimental study was undertaken in a university in the Northeast of China, from March to June 2015. Fifty-eight sophomore students in experimental class were taught by using the context-based reading teaching method, while fifty-seven sophomore students in control class were taught by the traditional teaching method. Research instruments in this study included questionnaires, tests and interviews. All the data were analyzed using qualitative and quantitative techniques. The experiment shows that English reading teaching by using context theory can improve students' reading comprehension ability, which can also alter students' attitude towards reading. Therefore, applying context theory to college English reading teaching is feasible and effective. Finally, it is expected that college English teachers can be enlightened by the result of the study in terms of these English reading teaching methods, which can contributes to pedagogy in terms of teaching method.

Content-based Instruction (CBI) is a teaching approach that combines the language teaching with the content teaching and has an effect on promoting learning efficiency. This paper firstly points out the problems of current English reading teaching, then expounds the concept and teaching models of CBI, and finally gives the English reading teaching reform approaches based on CBI to provide some references for the university English teachers. Current Situation of University English Reading Teaching Reading is an important means that modern human access the information and knowledge. The cultivation of English reading ability plays an important role in the cultivation of students in colleges and universities. It is the basis of writing, translation, and also affects the students' listening and speaking ability. Reading comprehension part always accounts for 40% of the score in the English examination. However, at present, the college English reading course always cannot meet the requirements of students' good command of English reading ability. On the purpose of teaching, teachers tend to focus on the purpose of improving students' vocabulary, language points and sentence patterns, such as the basic knowledge.The lack of the analysis of the whole article, the author's attitude to the careful study, the lack of dialectical thinking of the article, the lack of comparative reading of similar articles. This student only mastered some language points, became a pure language talent and cannot become a compound talent. In the teaching content, the choice of textbooks, although more classic, but also more backward, the article more than a few years ago or more than ten years ago, the interception of British and American newspapers, timeliness is poor, it is difficult to arouse the students interest. Teaching content while a unit a theme, seemingly orderly, but due to the number of each unit only two to three papers, the students learning content is scattered, fragmented. On the teaching mode, the traditional intensive reading teaching model, teachers in the classroom to explain vocabulary, grammar knowledge, students in the class notes. There are a lot of students because of the teaching mode is too rigid, do not listen to lectures, completely on the self-study. On the relationship between teaching and learning, due to the traditional mode of teaching teachers ignore the interaction with students, the classroom into the teachers one-man show. The teacher is the center of the whole teaching and interaction with students is very little.The relationship between teachers and students is like the relationship between two strangers.

Based on the different categories of teachers’ discourse in college English intensive reading classes, the characteristics of teachers’ discourse in college English intensive reading classes can be categorized into two parts: formal characteristics and functional characteristics. Next, the Dirichlet distribution is applied to define and encode the formal definition of the task on the teacher discourse of college English intensive reading classes. Subsequently, it was further preprocessed and metrics and parameters were set to complete the construction of LDA topic segmentation model for effective discourse functions of teachers in college English intensive reading classes, and then the constructed model was used to conduct empirical research on teachers’ discourse functions. The results show that the evolution of teachers’ discourse data volume in college English intensive reading classes is divided into two life cycles: the first life cycle experienced the process of initial (56 in the first period)-explosion (669 in the 3rd period)-decline (49 in the 6th period), and the second life cycle took period 7 as the initial phase (77), which changed to an explosive phase (218) in period 9, and finally began to decline in period 10 (129), ending the second thematic discussion with initial – climax – decline. This study provides a better understanding of the quality and effectiveness of teacher discourse, improves teacher-student classroom relationships, improves teaching methods, and realizes an efficient English classroom.

With the development of globalization and the surging demand for foreign language talents, it is particularly significant to foster intercultural communicative awareness and enhance intercultural communicative competence. Undoubtedly, English reading serves as a crucial part of English learning, and improving the ability of English reading is also one of the important ways to cultivate students' cross-cultural communicative competence. However, both linguistic and non-linguistic differences between Chinese and English create cross-cultural barriers to English reading. Therefore, this paper probes into the training strategies for college English reading ability from the perspective of cross-cultural communication, so as to better train college students' cross-cultural English reading ability and further improve the teaching level of college English reading. All in all, this paper has indicated that teachers should not only introduce some cultural context to learners, but also help build up their cross-cultural awareness in foreign language teaching. Only by combining these two steps mentioned above can the purpose of cross-cultural communication be exactly achieved.

This study aimed to evaluate the content validity of English reading material needs questionnaires for chemical engineering students based on critical thinking abilities. The ADDIE model was modified for the Research and Development (R & D) plan that includes this investigation. In the analysis phase, questionnaires are created to define the issue and pinpoint its origin. The questionnaires are divided into three sections. The purpose of the first section is to learn more about the individual identities of the respondents. The second part of the survey tries to find out respondents' levels of proficiency in reading English-language literature as well as their motivations for learning the language. The final section consists of six questions, including how crucial it is to engage in critical thinking activities in order to comprehend English texts, the importance of reading strategies, learning strategies, text types, and the teacher's role. Two experts validate the content of the research tools used for the requirements analysis tests. Gregory's formula is used to assess the expert judgments' data. The results of the study showed that both raters agree with the aspects of personal background, purpose of learning English, students' ability level, Critical thinking activities in understanding English texts, reading techniques, and learning techniques. Both raters also agree on the aspect of 'text types' and 'lecturer's role'. All of the items of the aspects of chemical engineering students' needs questionnaires for English reading materials development are valid and can be distributed without any significant revisions.

This study aims to develop multimedia-based serial image media for fifth grade English reading skills with material for daily activities which can be useful in learning to read English in elementary schools. The method used in this research is research and development (R&D). The model used in this study uses the ADDIE model which consists of 5 stages, namely, (1) The analysis stage analyzes the needs of the primary school in question and provides solutions to existing problems, (2) The design stage is by setting goals, competency standards, syllabus. , media design design, and research instruments, (3) The development stage makes learning media and validation of learning media carried out by media experts who assess the media in the good category, and material experts who assess the material on the learning media in the good category, (4) The implementation stage is to apply learning media to class V B SD Negeri Sukasari, (5) The evaluation stage provides a questionnaire on the practicality of learning media developed for teachers in the field of English studies with practical categories and according to student responses it is very practical. And the assessment of reading English experienced an average increase from the results of the pretest and posttest.

Under the development of the information age, traditional Chinese teaching model of college English reading courses can no longer meet the needs of the times, and needs to be reformed urgently. From the perspective of mobile learning, this paper tries to combine modern educational technology with classroom teaching by using an online English reading learning platform, and explores the construction of a new teaching model. This model tries to form effective teaching supervision and assessment through the combination of online and offline teaching model, in-class and after-class teaching model, as well as real-time and dynamic big data monitoring, which breaks the closed classroom teaching environment, enriches the teaching content and means, complements and improves the teaching method of traditional Chinese college English reading courses. The aim of this study is to enrich teaching content, reform traditional teaching model and construct a new teaching model for English reading courses through the teaching practice of the online English reading platform, and further optimize the use of the platform by collecting and analyzing effective assessment and feedback, so as to make full use of the online reading platform and improve the mobile reading teaching model. 

With the development of the information age, the channels through which students obtain knowledge and information through reading are constantly changing. Among the four basic skills of listening, speaking, reading and writing, college English reading ability is an important part of them. This article aims to study the reform ability of English reading data based on big data. This article explains the teaching reform strategy in the context of big data, and highlights the practicality of the reform of English reading teaching. In addition, this article constructs a college English reading teaching model based on big data to improve students’ reading level. The results of the teaching experiment in this paper show that the reform of college English reading teaching based on big data helps students fully master reading cognitive strategies, cultivate their awareness of cognitive strategies, and improve their English reading level by 15%.

English reading is an important way to consolidate and expand English language knowledge, and it is also an important way to obtain information and understand British and American culture. Therefore, reading teaching has always been an important part of English education and teaching at all levels and types of schools, and college English teaching is no exception. College English teachers have been carrying out teaching reflections in their reading teaching practice and constantly exploring teaching modes and teaching directions that improve students’ reading engagement and reading comprehension ability. However, the current daily teaching of English reading still generally maintains the traditional teaching mode. The entire reading learning process is monotonous, boring, and stylized, and the ability to acquire and process information cannot be combined with language knowledge and language skills. This kind of teaching mode severely inhibited the college students’ involvement in English learning model. Based on the electromagnetic‐polarization response expression in a uniformly polarized half‐space, this paper transforms the problem of polarization parameter extraction into a minimum optimization problem and constructs a fitness function. A set of polarization parameters is selected to calculate the electromagnetic‐polarization response under trapezoidal waves in a uniform half‐space, and the basic particle swarm algorithm is used to extract single and multiple parameters, respectively. In this paper, by adding a window to the test data in the time domain, the multiplicative and additive interference in the test signal is suppressed, and the signal‐to‐noise ratio of the test result is improved. We use the platform built in this article to wirelessly test the temperature characteristics of the surface acoustic wave sensor. The research results identified eight cognitive attributes of English reading and successfully generated diagnostic information at the group and individual levels and finally formed graphics and textual diagnostic feedback. There is a certain correlation between students’ vocabulary mastery and English reading performance, which shows that the vocabulary teaching method can help students better understand the reading materials and improve their reading performance. Combining two student interviews and learning logs, it can be seen that students’ understanding and frequency of use of vocabulary knowledge have increased significantly after the action research. It is generally recognized that vocabulary has a positive effect on improving reading level and can be based on the recognition and understanding of vocabulary. The mastery of vocabulary can promote the improvement of college students’ English reading level to a certain extent. Learners should strengthen vocabulary learning and face up to the importance of vocabulary knowledge in English reading.

An RFID sensor is installed above the classroom door, and the scanning distance is set to 8 m to identify the composite campus cards of incoming and outgoing teachers and students, so as to realize automatic statistics of teachers’ theoretical teaching workload and automatic attendance of students’ theoretical class hours. The system automatically starts the multimedia equipment just 5 minutes before class and conducts self-checks on all devices in advance, reducing teachers’ preclass operation steps. The multimedia management system of all classrooms is connected to the campus network and is centrally controlled by the cloud system. When the multimedia equipment in a classroom fails, it can directly instruct teachers to change to an idle classroom. Using the relevant theories of educational psychology and teaching theory, the WPBL teaching model based on the theory of multiple intelligences is expounded and demonstrated. It focuses on expounding theories and ideas; relationships and structures; and environment and resources and conducts in-depth discussions on relevant design rationales and architectural levels. Research has found that students are more interested in reading English than before. The reason is that in the English reading class of the experimental class, basically every student can have their own teaching activities, and more students like to participate in these activities. Applying the theory of multiple intelligences to English reading teaching has played a positive role in stimulating students’ interest in reading. Multiple intelligence English reading activities play an important role in improving students’ English reading performance. Through various teaching activities, the students in the experimental class are more interested and confident in the English reading class. Applying the theory of multiple intelligences to the English reading class can improve the students’ English reading performance and reading ability. In order to apply the theory of multiple intelligences to actual English reading teaching, when designing personalized English reading activities, teachers should learn to combine the theory with the purpose and content of English reading teaching.

The non-face-to-face curriculum, which began with the COVID-19, has revealed some unexpected problems, including a lack of communication between instructors and learners and poor academic performance. To solve these problems, we studied the effects of the extracurricular course by linking the non-curricular course with the regular subject, English Reading and Writing under non-face-to-face situations. We used a mentoring program as a non-curricular course and gave learners who were learning in a situation separated from the instructors the opportunity to communicate with them. The survey and interviews were used focused on the learners’ satisfaction with a mentoring program, learning outcomes, and the program improvement suggestions. And we found that mentoring enabled one-on-one communication between learners and their instructor.
 And also mentoring played a positive role in strengthening learners' English reading ability as the participants' scores in English reading improved significantly after mentoring. Mentoring could be a way to solve the problem of academic decline caused by non-face-to-face classes. The pedagogical implications are suggested in terms of the effective mentoring program.