Abstract

The presentation-assimilation-discussion (PAD) teaching mode combines the advantages of “lecture classroom” and “discussion classroom,” adopts the separation of presentation and discussion, and focuses on the formative evaluation system, which can improve students’ independent inquiry ability and thus obtain effective output. Based on an empirical study of the PAD teaching mode and a statistical analysis of teaching performance on college English reading, PAD can increase teaching performance significantly. Students are satisfied with the whole teaching process. Although traditional teaching methods can increase performance as well, a long cycle of instruction is needed. Moreover, according to a questionnaire analysis, students have negative attitudes toward traditional teaching. Therefore, the PAD teaching mode should become the dominant mode of college English reading teaching in China.

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