With the wide spread of the Internet, information technology begins to enter all aspects of people’s lives, such as teaching. The trend of economic globalization and export-oriented economic development have put forward urgent requirements for the level and quality of English teaching in colleges and universities. However, the current diversified information technology has brought many opportunities and challenges to college English teaching, and the traditional teaching mode can no longer meet the requirements of the new era. Both teachers and students need to communicate and interact through modern network media. Teaching reform has become an inevitable trend. The important premise of deepening college English teaching reform under the credit system is to grasp the needs of students. This paper analyzes the characteristics of the interactive teaching mode, points out the problems and challenges of the traditional English teaching, reveals the achievements and the problems of the reform under the credit system, and concludes that the English teaching mode, which is a practical and effective teaching mode.

In college English teaching, Blended Learning has greater advantages and adaptability than traditional teaching modes, thus it has gradually come into people's view and showed its vitality. Having carried out four turns of the two courses for more than thirteen thousand college students in a blended way, the author is wondering that do the learners really like this way or not? And to what extent do they like or dislike. By means of adopting the online course with a combination of face-to-face learning, the author offered a blended course, delivered the questionnaire and collected the feedback from the learners hoping to find a satisfactory answer to this issue. This research focuses on the above questions and orientates on the author's own teaching in the course of "World Classics" in Inner Mongolia University of Technology (IMUT) in the fall term in 2021. Three aspects are highlighted: first, what are the learners' perceptions of Blended Learning? Second, what are the learners' perceptions of the teachers in Blended Learning? Third, what are the learners' perceptions of the course? Results reveals that a majority of students have positive views and experiences with Blended Learning. Implications have been discussed in terms of how to better practice and design blended approach in general education courses to foster active learning.