| Abstract in Chinese | 第1-6页 |
| Abstract in English | 第6-7页 |
| Part one Introduction | 第7-8页 |
| Part Two Theoretical Principles for Materials Development and Evaluation | 第8-20页 |
| ·Linguistic theories | 第8-9页 |
| ·Traditional grammar | 第8页 |
| ·Structuralist linguistics | 第8页 |
| ·Structuralist linguistics | 第8-9页 |
| ·Functional linguistics | 第9页 |
| ·Implication of language description for language teaching and material design | 第9-11页 |
| ·Balance form, meaning and functions | 第9-10页 |
| ·Balance knowledge and skills | 第10-11页 |
| ·Language learning theories | 第11-15页 |
| ·Behaviorism | 第11-12页 |
| ·Cognitivism | 第12页 |
| ·Humanism. | 第12-13页 |
| ·Constructivism. | 第13-14页 |
| ·Input Hypothesis and Out Hypothesis | 第14-15页 |
| ·Syllabus and materials | 第15-20页 |
| ·Grammatical syllabus | 第16页 |
| ·Functional-notional syllabus | 第16-17页 |
| ·Skill-based syllabus | 第17-18页 |
| ·Task-based syllabus | 第18-19页 |
| ·Multi-dimensional syllabus | 第19-20页 |
| Part Three Evaluating College English (new edition) | 第20-33页 |
| ·Definition of modern language materials | 第20页 |
| ·Function of modern language materials | 第20-21页 |
| ·Foreign Material Evaluation criteria | 第21-25页 |
| ·Types of materials evaluation | 第22页 |
| ·Criteria for materials evaluation | 第22-24页 |
| ·A working model of material evaluation | 第24-25页 |
| ·Four generations of new China’s college English materials | 第25-26页 |
| ·Components of NE | 第26-27页 |
| ·Compiler’s words | 第27-28页 |
| ·A survey on the users | 第28-33页 |
| ·Objectives. | 第28-29页 |
| ·Subjects | 第29页 |
| ·Instruments | 第29页 |
| ·Data analysis | 第29-33页 |
| Part Four Findings and discussions | 第33-39页 |
| ·Features of NE | 第33-36页 |
| ·Large amount of input and output | 第33-34页 |
| ·Higher starting point | 第34页 |
| ·Training in skill-developing | 第34-35页 |
| ·Autonomous and cooperative learning models | 第35页 |
| ·Balance between form and meaning | 第35-36页 |
| ·Overemphasis on reading | 第36页 |
| ·Suggestions for teachers | 第36-39页 |
| ·Adapting materials according to learner’s needs | 第36-37页 |
| ·Promoting cooperative learning | 第37页 |
| ·Guiding learning to be efficient in self-learning | 第37-38页 |
| ·promote self-development | 第38-39页 |
| Part Five Conclusion | 第39-42页 |
