Authors: Liu Dongxia, Chen Zhiming and Wang Wenna,

The core task of higher vocational education is to train a large number of high-quality skilled professionals for modernization. It shoulders the mission of cultivating high-skilled talents facing the first-line needs of production, construction, service and management, and plays an irreplaceable role in accelerating the process of socialist modernization in China. Talent cultivation is closely related to curriculum construction, and even curriculum construction determines the success or failure of talent cultivation to some extent. This requires us to consider how to be close to the actual production in the course construction and find a teaching method that not only conforms to the students' cognitive law, but also can effectively improve students' learning ability and application ability. At the same time, this is also an important topic for every teacher. Starting with the project-based teaching, this paper takes the business English translation course as an example, determines the teaching project according to the skill requirements of the business translation post, and explores the teaching design, implementation process and implementation methods and means of the course.

Keywords: project-based teaching; Teaching objectives; Instructional design; Business English translation

introduce

The document JIAOGao [2006] 16 "Several Opinions on Improving the Teaching Quality of Higher Vocational Education in an All-round Way" clearly points out that curriculum construction and reform are the core of improving the teaching quality, and also the focus and difficulty of teaching reform. Higher vocational colleges should actively cooperate with industry enterprises to develop courses, and reform the curriculum system and teaching content according to the requirements of technical fields and professional posts (groups) and referring to relevant professional qualification standards. Establish curriculum standards that emphasize the cultivation of professional ability, standardize the basic requirements of curriculum teaching, and improve the quality of curriculum teaching. Reform teaching methods and means, integrate "teaching, learning and doing" and strengthen the cultivation of students' ability. Therefore, higher vocational education should be service-oriented, and it is the key to improve students' professional ability, innovation ability and practical application ability. Therefore, the fundamental task of higher vocational education is to cultivate high-quality qualified talents with zero distance from social needs. However, due to the influence of traditional teaching methods and other factors, English teaching in higher vocational colleges basically continues the undergraduate teaching system, and has not formed its own characteristics, which can not meet the needs of its own development and practical English courses. Business English translation in the curriculum system of business English major in higher vocational colleges is a practical English course. In order to further improve students' translation ability and realize the seamless connection between students' ability training and social needs, project teaching method has been introduced into specific teaching practice and achieved certain results.

1 Concept and characteristics of project teaching

Project-based teaching method: refers to the teacher's integration of teaching content into real projects according to the characteristics of curriculum and teaching content in the specific teaching process, guiding and helping students to explore and learn projects. In this process, with the help of teachers, students complete this project through autonomous learning and cooperative learning. Project-based teaching method is not to let students simply follow the teacher's arrangement and ideas to get the results, but to find ways and methods to solve problems through their own exploration, discussion and study with other students with the help and guidance of teachers, and finally complete the project learning and get the final results. Then self-presentation, self-evaluation, mutual presentation, mutual evaluation, teacher comments and evaluation of the results. The outstanding feature of this teaching method is that students' various abilities have been exercised in the learning process. In a word, project teaching is an inquiry learning model with teachers as the leading factor, students as the main body and teaching projects as the center.

Compared with traditional teaching method, project teaching method can arouse students' enthusiasm and initiative to the maximum extent. The so-called project-based teaching method is to let students complete a specific project and task, which are closely related to students' future work, and even some projects and tasks are tasks that employees of this major are currently engaged in, so as to clarify students' learning objectives and stimulate students' interest in learning with the practicality of learning content. At the same time, project-based teaching requires group work. The project implementation process will involve internal affairs distribution, self-study of team members, group discussion, project implementation, group report, achievement display, summary and evaluation, which is more conducive to cultivating students' cooperation ability and strengthening students' team consciousness. The most important thing is that in the process of project-based teaching, students learn from each other and improve together, so that students can truly become the core of teaching, and their initiative and enthusiasm for learning can be fully exerted. The task of teachers is to provide guidance and help in this process, thus greatly improving the efficiency and quality of teaching.

2 Project-based instructional design

(1) design principle-pay attention to three changes of traditional teaching;

① Teacher-centered → Student-centered

② Take teaching materials as the center → take projects as the center.

③ Classroom-centered → Practical application-centered.

(2) Design of project implementation-attention must be paid to:

(1) Can students' existing knowledge be mobilized?

(2) Whether the connection between old and new knowledge can be realized; Whether there is disconnection or fault in the knowledge structure.

(3) Whether it can stimulate students to collect relevant information and stimulate their awareness of learning.

(4) Whether it can stimulate students' team consciousness.

⑤ Can students connect what they have learned with actual production?

⑥ Does it help to cultivate students' self-confidence?

Project-based instructional design is a link with great freedom, innovation and flexibility. Only by giving full play to the leading role of teachers and the main role of students can the development, innovation and application of project courses achieve results, and the design level and links of project teaching play a decisive role in the project teaching effect.

3 "Business English Translation" course in the implementation of project-based teaching

3. 1 project teaching design:

(1) According to the analysis of the skills and knowledge needed for the job, determine the teaching items and tasks.

The teaching content of business English translation course in higher vocational colleges should be based on the principle of "practicality first, adequacy as the measure, and application as the purpose", and the arrangement should adhere to the principle of "close contact with reality and close to reality", highlighting the cultivation of students' professional ability. According to the tasks put forward by English translation textbooks in higher vocational colleges, combined with the author's teaching practice and work experience, this paper sorts out and summarizes the translation tasks that business English graduates often encounter in their work.

Emphasis and difficulty of serial number project name training goal

1

1 Business card translation can translate business cards from Chinese to English and from English to Chinese. Master the relevant knowledge, translation principles and skills of business card translation.

Chinese-English public signs translation can translate Chinese-English public signs as well as English-Chinese public signs. Master the relevant knowledge of Chinese and English public signs and relevant translation principles and skills.

Trademark translation can carry out Chinese-English and English-Chinese translation of trademarks; Master the relevant knowledge of trademarks and related translation principles and skills.

Translation of organization names can be carried out in Chinese-English and English-Chinese translation; Master the relevant knowledge of organization names and relevant translation principles and skills.

Company profile translation can skillfully translate company profiles into English, and master relevant translation principles and skills.

Product description translation can translate product descriptions from Chinese to English, master product descriptions and master relevant translation principles and skills.