1。1。3 Reform of College English Curriculum 

As we advance into post-IT era, English teaching has been undergoing a dramatic transformation, which urges the reform of curriculum, especially in college English course for it influences the practical application of language in students’ future professions directly。 In 2004, the Ministry of Education issued the College English teaching requirements:

Teachers are suggested to take full advantage of the benefit brought by the Internet and multimedia。 During the process of applying the technical assistance, the flexible integration of technology and teaching can activate the development of inpiduality and learning autonomy both in students and teachers (Ministry of Education, 2004)。

Impelled by the power of informatization, the infrastructure of information in China developed rapidly。 The reform of the college English curriculum gives us a glimpse of the future development of e-teaching。

In 2007, the Ministry subsequently emphasized again that colleges should make good use of modern information technology based on the English teaching mode of merging technology into teaching。 With the progress made in the construction of infrastructure in most colleges and universities, the education informatization began to transfer from the phase of construction to that of practical application (Chen Jianlin, 2016)。 Under the environment of technology, the traditional teaching model changes into the teaching-leading and leaner-centered mode which emphasizes learning autonomy and exploration by the application of information technology to facilitate both inpiduation and persification of teaching and learning。

With the innovation and gradual pervasion of wireless networks on campus, most college students a来自优Y尔L论W文Q网wWw.YouERw.com 加QQ7520~18766 re able to get free access to the internet。 They can choose and take online-courses from “Mobile Library” of their own interests at anywhere in the main buildings of school, which is called Mobile Learning。 The frequent emergence of new technology favors the students in the development of autonomic learning。 Recently, some heated words in the researches of education informatization began to top the list, such as MOOCs, Flipped Classroom, Cloud Computing, Cloud-based Education etc。 A large amount of teaching resources became open and stereoscopic materials, indicating the transformation from the traditional paradigm into the integral mode of technology and teaching。

1。2 Research Questions

(1) How to define college English teachers' e-teaching capacity?

(2) What's the status quo of China’s college English teachers’ e-teaching capacity?

(3) What can affect or hinder the development of their e-teaching capacity?

(4) How to improve college English teachers' e-teaching integration capacity?

1。3 Objectives of the Study

The main objectives of the thesis are as following:

(1) To look into the status quo of the college English teachers' e-teaching capacity, including their attitudes and recognition towards the development of e-teaching capacity。

(2) To analyze the results of the investigation and find out the impediments to developing the capacity of e-teaching。

(3) To provide certain practical strategies merging technology into education in a more appropriate, reasonable and effective way。

1。4 Significance of the Study

The theoretical significance of the thesis consists of two points as following:

(1) The study can provide theoretical basis for the future research on the development of college English teachers' e-teaching capacity by investigating the current situation of their capacity。

(2) According to the results from the questionnaire, the study can offer certain practical strategies to improve college English teachers' information technology integration ability, which may shed new light on the future research。 大学英语教师的信息化教学能力提升研究(4):http://www.youerw.com/yingyu/lunwen_191798.html