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Students .....................98-100
            5．3．3．2 Internet for EFL Teacher Improvement................. 100-102
            5．3．3．3 Int4egration of Internet ..............................102-104
            5．3．3．4 Case Studies of Internet Integration................... 104-106
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Chapter Six The Goals of Further Exploration ..........111-114
    6．1 The Demand of 21~（st） Century ............111-112
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 6.2 The Shift for the New Century
Capable and creative EFL teachers have already started an historic project to facethis coming challenge in the new century.1t is even more encouraging to see thatmuch current redesigning to accommodate large EFL classes has started to inauguratesignificant structural changes from an emphasis on instruction to one on construction. Lectures are being replaced with avariety of learning resources; teachers are beginning to stop spending excess time presenting information. EFL education in higher education starts to involve more active forms of student learning or more individualized assistance. All these redesigning concerns are moving the traditional EFL pedagogy from a push strategy, which presents all material to all students in the same way and at the same time regardless of their particular needs, to a pull strategy,vwith which students access the material only when they need it. The primary goal of researching and redesigning large EFL classes is to shift students  form  a  passive,  note-taking  EFL  learner-role  into  an  actively learning-oriented constructivist. At the same time, EFL learning should also be moved from an entirely lecture-based to a student-based method, so that students can really be less dependent on the teachers' conveying words and more driven by their own capacity of reading, exploring and solving problems by working individually, with other students, and with teachers. Only in this direction, Chinese EFL higher education can really complete its shift to face the challenge of 21 st century.

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