Research on College English Reading Teaching Based on TRIZ Theory

Abstract

Reading comprehension ability is an important reflection of college students’ overall English proficiency and is a key issue in the reform of college English teaching. In current college English reading instruction, students generally face problems such as a single reading strategy, insufficient information integration ability, and a lack of critical thinking and innovative awareness, which hinder the further improvement of reading comprehension skills. Based on this, the present study introduces TRIZ theory, a systematic innovation problem-solving method, and apply it to college English reading teaching practice. The study, conducted over one academic year with sophomore non-English major students at Lyuliang University, utilizes contradiction analysis, the segmentation principle, and the ideal final result principle to guide students in optimizing their reading strategies. The results show that the TRIZ-based reading teaching model helps students effectively tackle complex texts, improving their reading comprehension, critical thinking skills, and learning initiative. It has practical value and potential for broader application in the reform of college English reading teaching in local universities.