Reconstruction and Reflection of College English Teaching Driven by Production-Oriented Approach Theory

Abstract

This study, guided by the Production-Oriented Approach (POA) theory, explores instructional design research in conjunction with the teaching practice of college English textbooks. The study first clarifies the core framework of POA theory and demonstrates the suitability of textbook content with POA theory. Then, it uses a three-stage closed loop of “motivating-enabling-assessing” as its core, defining diverse teaching objectives, refining the implementation paths for each stage, and constructing a three-dimensional facilitation system and a diversified evaluation mechanism covering language form, discourse competence, thinking, and cultural literacy. Finally, it proposes resource, methodological, and tiered three-dimensional implementation safeguards and directions for teaching optimization. The instructional design scheme developed in this study achieves a deep integration of POA theory and textbook practice, providing effective support for improving students’ language output ability and comprehensive literacy. It also provides practical reference for the localization of POA theory in college English teaching, contributing to the quality and efficiency improvement of college English teaching reform.