1.1 Background of the Study
Essentially speaking, college English teaching is a practical science and takesdeveloping the students’ linguistic comprehensive competence as its final goal. In order toachieve the aim, many and various approaches are springing up, mainly includingGrammar-Translation, the long accepted method, attaching importance to teach grammarsystematically in native language; Direct Method, using the target language directly to givethe instruction without paying any attention to grammar and translation; Audiolingual Method,emphasizing drilling in the sentence patterns until the use of the new language becomeshabitual; Cognitive Approach, encouraging the students to apply their own cognitiveresources to the second language learning; Communicative Approach, whose core is to uselanguage to learn and to learn to use language rather than learning language, let alone learningabout language; Silent Way, demanding teachers to maintain silence, only use charts orcolorful rods to motivate their students to communicate in target language; andDesuggestopedia, stimulating the students’ interest in the language learning by removing thenegative feelings that limit their ability to learn and so forth.In the process of instruction, the choice of teaching methodology mainly depends onteachers’ expertise and individual experience, which is mostly unscientific and mayeventually inhibit the modern Educational development. Evidence-based education couldsolve the above problems, whose aim is to develop the teachers’ scientific spirit, sensitiveconsciousness, and rigorous attitudes in both teaching and research. Table 1.1.1 (Ren et al.,2017) presents the differences between the traditional teaching models and evidence-basededucation.
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1.2 Significance of the Study
This study is valuable for educational practitioners, researchers and policymakers.In the face of the diverse educational problems, there is no choice but to follow theteachers’ personal experience, either subjective or old-fashioned, just owing to the lack of theguidance on the evidence collection and identification. During the recent decades, the reformof college English teaching, to say the least, has obtained notable achievements with a largenumber of relevant papers published, however, their quality needs to be improved becausemost researches lack the theoretical directions and the tests mostly prove positive, as a resultit is very difficult to choose the best as well as the most authoritative and appropriate evidenceto solve the instructional problems. So this study is very important for the educationalpractitioners who devote themselves to college English teaching, since if they can understandand embrace this emerging evidence-based education, they will be able to both solve theinstructional puzzles objectively and achieve the mandated goals of educational reformation.
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2. Literature Review
2.1 Theoretical Origins of Evidence-based Education
The theory of evidence-based medicine (EBM) was firstly propounded in 1991, whichrequired doctors and nurses to make the clinical decisions on the basis of reviewing theexisting literature and applying the best evidence instead of the intuition or unsystematicclinical experience. In 2017, David Sackett et，英语毕业论文，英语论文范文
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