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Chapter 1 Introduction

1.1 literature review
Strictly speaking, general Education first originated in America in the nineteenthcentury. European and American scholars have done plentiful researches on it fromdifferent perspectives including its character, objective, and content etc.. Since theattention of higher education reform has been much paid to general education,numerous scholars at home have also studied Higher Education and foreign languageteaching in China from the perspective of general education. Their research anglesand emphasis diversify from each other. Following is a brief literature review ofgeneral education, foreign language teaching and College English teaching from theperspective of general education. General education in the United States has a long history and has gained greatdevelopment. Especially those institutions of higher learning, such as HarvardUniversity, Yale University, University of Chicago, etc. all carried out researches ongeneral education very early.General education first originated from Western liberal education. But thesystematic elaboration of it was in the book General Education in a Free Society inthe year of 1945. As the book received much attention and discussions and exertedtremendous influence after its publication, it has been commonly called the Red Book.The book holds that education should be divided into general and special education(1945: 51): general education refers to the part of a student's whole education thatlooks first of all to his life as a responsible human being and citizen while specialeducation indicates the part which seeks to foster the student's competence in someoccupation; these two sides of life are not entirely separable.
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1.2 Research Questions and Methods
China's College English teaching has gained significant achievements in recentyears. Meanwhile, there exist many problems. Under the background of economicglobalization, English has been used more frequently than ever by various circles insociety and at various occasions. Although many college graduates have passed theCET-4 or CET-6，they find it hard to use proper and fluent English to communicatewith others. Therefore, to make it better meet the requirements of the new era, reformon College English teaching is necessary. This thesis attempts to explore CollegeEnglish teaching and its reform in China from the perspective of general education aswell as the problems in the current teaching, and search for solutions to theseproblems.As is known to all, China's College English teaching reform has not stopped eversince the reform and opening up to the outside world. Since 1988，the former StateEducation Commission has issued four syllabuses concerning college English. TheMinistry of Education formally issued the newly revised College English CurriculumRequirements {Requirements for short) in 2007. The Requirements explicitly pointsout "the objective of College English is to develop students' ability to use English in afull-rounded way, especially in listening and speaking, so that in their future studiesand careers as well as social interactions they will be able to communicate effectively,and at the same time to enhance their ability to study independently and improve theirgeneral cultural awareness so as to meet the needs of China's social development andinternational exchanges"
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