<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>13</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">胡壮麟</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Individualization;Collaboration;Modularization;and Hypertextualization in College English Teaching Reform</style></title><secondary-title><style face="normal" font="default" size="100%">中国外语</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">individualization; collaboration; modularization; hypertextualization; College English teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year></dates><pages><style face="normal" font="default" size="100%">49-55+75</style></pages><isbn><style face="normal" font="default" size="100%">1672-9382</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The recently issued &quot;College English Curriculum Requirements&quot;is a win-win game of a democratic process undergoing many rounds of discussions between government administrators and College English teachers in China. The theme of the paper is to discuss that the new &quot;Requirements&quot; reflects the findings and insights gained from those fields such as philosophy, linguistics, literary criticism, psychology, and pedagogy, which can be described in terms of individualization, collaboration, modularization, and hypertextualization. It is held that the &quot;Requirements&quot; is a milestone of China's College English teaching reform, and is sure to further push forward foreign language teaching reform in general.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue></record></records></xml>