项目化教学与国际商务英语人才的培养_英语论文

Project-based Teaching Mode and the cultivation of International Business English Talents

摘要

本文通过对项目化商务英语人才培养相关概念的界定，结合项目导向的课程管理理论，分析对比传统的人才培养模式和项目化教学模式以及高校商务英语人才培养的现状，多维度地展示了传统模式存在的弊端以及项目化教学模式的优势所在。通过梳理商务英语人才培养和项目化教学模式的关系，探寻国际商务人才外语能力培养的有效途径，即根据供需双方的实际情况制定项目化教学模式，分析教学过程的组织形式和实施方式,形成了科学的多元化教学评价体系，提出对项目化人才培养的多方建议，为新型人才的培养提供可供借鉴的理论和实践基础。

关键词：项目化教学；商务英语人才；人才培养模式

Abstract

This thesis, based on several definitions on the Project-based of business English teaching mode, and the management theory of project-oriented curriculum development, analyzes and compares the traditional personnel training mode and the project-based teaching as well as the current situation of College Business English talents training from various perspectives to find out the disadvantages of traditional mode and the advantages of project-based teaching mode. To explore the relationship between business English talents training and project teaching mode, teaching methods are proposed to improve the language ability of international business talents. By analyzing the organization and implementation of teaching process to form a scientific and diversified teaching evaluation system, providing a theoretical and practical basis for the training of new talents.  

Keywords: project-based teaching mode; Business English talents; teaching modes

Contents

1. Introduction 1

2. Literature Review 1

3. Theoretical Basis for Project-based Business English Talents 1

3.1 Definition of Concerning Concepts 2

3.2 Theoretical Basis 2

4. Current situation of Business English Teaching in Universities 4

4.1 From the aspect of teachers 4

4.2 From the aspect of students 4

4.3 From the aspect of curriculum arrangement 5

4.4 From the aspect of practical teaching 5

4.5 From the aspect of evaluation system 5

5. Assumptions of Cultivating Project-based Business English Talents 6

5.1 The orientation of Business English talents in universities 6

5.2 The construction of curriculum system on vocational ability 6

5.3 The development of project-oriented English teaching 8

5.4 The reinforcement of double-competency faculties 9

5.5 The improvement of the practical teaching environment 10

6．Conclusion 10

Work Cited.........................................................................................................11