音高曲线法是非计算机视觉教学中一种新兴的教学方法，它通过在词汇和句子上标注音高曲线来反映语调的变化。它提示学习者在阅读时如何使用重音、升调、转折、降调、停顿等，从而培养他们阅读语音和语调的能力。这种方法最早由日本学者Nakagawa(2001)首先将这种方法引入“发音”课的韵律教学，然后Hardison（2004）将其应用于英语母语（本科生）的法语学习，这些学生表现出积极的学习效果。然而，目前还没有将音高曲线法应用于大学英语语音语调教学的先例。本研究旨在通过小规模实验，探讨音高曲线法在大学英语语音语调教学中的有效性，以及学生如何从中受益，为音高曲线法未来在大学英语发音语调教学中应用提供参考。数据来源包括语调前后数据、与模型阅读的比较数据和访谈数据。使用统计和比较分析方法来分析数据。研究结果表明，该方法对大学生英语语音语调的学习特别是重音和上行语调的学习有积极的影响，但对转折音调和下行语调影响有限。本篇还讨论了对未来研究和实践的见解。

The pitch curve method is an emerging teaching method in non computer-based visual teaching, which reflects intonation changes by annotating pitch curves on vocabulary and sentences. It facilitates learners on how to apply techniques such as stress, upward tone, inflection tone, descending tone, and pause when reading aloud a text, and thus cultivates their ability to read phonetics with appropriate intonation. This method was first introduced to the teaching of prosody in "pronunciation" class by Japanese scholar Nakagawa (2001), and then was applied by Hardison (2004)for the French learning of English native speakers (undergraduate students) who showed positive learning outcomes. However, no study has examined the application of the pitch curve method in the instruction of English pronunciation and intonation at the college level in China. This study aims to address this gap through small-scale experiment. Data sources included pre and post data about intonation, comparison data with model reading, and interview data. Statistical and comparative analysis methods are used to analyze data. The research results indicate that this method does have a positive effect on the learning of English pronunciation and intonation among university students, especially stress and upward intonation, due to the feature of it is easy for Chinese students understand it and use it, but less improvement have been found about inflectional tone and downward tone. Implications are discussed for future research and practice.