[Paper Keywords] Higher Vocational Business English teaching content problems and countermeasures

Abstract: Business English major in higher vocational colleges has gradually stabilized after its start and rapid development, and various problems have followed, but the problems existing in the teaching content have seriously restricted the future development of this major. This paper analyzes the problems existing in business English teaching content in higher vocational colleges and gives corresponding countermeasures.

After the start and rapid development, the business English major in higher vocational colleges gradually tends to be stable, and various problems follow, but the problems in teaching content seriously restrict the future development of this major. Teaching content is the main information intentionally transmitted in the process of interaction between learning and teaching, which generally includes curriculum standards, teaching materials and courses. With the advancement of the new curriculum reform, people have a new understanding of the teaching content based on the concept of generative teaching thinking. We will analyze the problems and causes of business English major from the aspects of curriculum standards, teaching materials and courses.

Curriculum standards for business English majors: The Ministry of Education clearly put forward the establishment of curriculum standards that highlight the cultivation of professional ability in the Opinions on Comprehensively Improving the Teaching Quality of Higher Vocational Education (Jiaogao [2006] 16). The establishment of curriculum standard system needs to start with curriculum setting. What should business English majors abide by? Docking with employment demand? ,? Meet industry (professional) standards? ,? Does it meet the international standards for higher education personnel training? what's up Three contacts? Principles, fully reflect the characteristics of higher vocational education in the curriculum. This requires us to break the disadvantages of connecting with undergraduate courses in the past, get rid of redundant and repetitive constructive courses, and put? Language+skills? Carry out the training concept from beginning to end. We can divide it into compulsory courses, limited courses and professional group elective courses, covering all the basic language courses and professional skills courses that students should have after receiving higher vocational education. Our business English major has always followed the curriculum system of undergraduate colleges, which is not suitable for the theoretical and cultural foundation of higher vocational students and lacks the guiding role of employment. Therefore, the course system of business English in higher vocational colleges should undergo an earth-shaking reform. Specific problems in the course:

First, the connection between English courses and business knowledge courses is unreasonable. The lower grades pay attention to language courses and the cultivation of basic skills in listening, speaking, reading and writing. Several business knowledge courses are added in the senior grades, but only Chinese courses are available. In fact, the so-called business English major is basically an English major. Not up to expectations? English+business? The two are combined into one.

Second, in the process of teaching, we should pay more attention to theory than practice. All colleges and universities have seen the importance of practical courses, and are constantly increasing the proportion of practical courses in teaching. However, we can see that some practical courses are not completed with high quality at all, and sometimes they can be said to be handled. For example, students' business secretarial training, because of the limitation of training equipment, can only help office teachers sort out documents and clean up, which is completely different from secretarial work in the company; The practice of foreign trade correspondence is nothing more than redoing the documents on books in the classroom. But English training can only be listening to English songs, watching English original movies, performing a small program in English and so on.

Third, the training lacks conditions and venues. Practical training courses appear in the curriculum. But we can see that in real teaching, there is still a piece of chalk, a black book and a textbook. However, the investment of various schools in liberal arts teaching is not enough for business English majors. There are several classrooms, several books, and several theoretical teachers, facing the practical training of professional students.

To sum up, there are still many problems in the course, and the reasons are various, both historical and realistic, both subjective and objective.

Let's look at the problem of the textbook:

First, there are basically no textbooks for business English majors in higher vocational colleges. There are many textbooks with the words "Business English" on the market, but there are few textbooks for higher vocational students. Most of the textbooks we use are undergraduate textbooks, which have a high starting point and are difficult. The teaching objectives of undergraduate courses are different from those of higher vocational colleges, so these textbooks can only be selected and used by teachers. Only in the past two years, the Ministry of Education has led publishers and experts to publish a series of teaching materials for higher vocational education. However, due to the short time and heavy tasks, there are still many unsatisfactory places.

Second, the content of business English textbooks is not updated, and the writer's level is limited. In recent two years, business English textbooks have sprung up like mushrooms after rain, but on closer inspection, many contents are basically the same. Writers copy and copy, lacking innovation. For example, you will see it in many textbooks of letters and telegrams? Telegram? In this case, in today's trade, fax? Is it used less and widely? Mail? . Most writers are front-line teachers, lacking professional practice, and it is difficult to have teaching materials. New? Things.

Third, business English textbooks lack the combination of English and business. We believe that if many business knowledge textbooks can be written in plain English, such textbooks can enable students to improve their English knowledge and learn business knowledge. But in reality, English business books are too difficult to understand, let alone learn and master. Therefore, it is necessary to publish and use teaching materials suitable for higher vocational students.

Based on the above problems, we give the following countermeasures.

First, integrate related courses.

There are many places worth discussing in the teaching content of business English major. First of all, students are required to master both English language knowledge and business knowledge within three years, which is actually equivalent to studying two majors, with limited theoretical hours. Therefore, it is necessary to maximize the integration of related courses and avoid repeated learning. Take English class and business knowledge class as examples.

For example, in the first grade, many basic courses, such as English intensive reading, English extensive reading, English grammar, oral English, English listening, etc., were offered, and five courses accounted for an average of 20 hours per week, plus basic courses such as physical education, philosophy and college Chinese, which made students overwhelmed. So five courses can be integrated into two courses, English intensive reading and English audio-visual speaking. Of course, the class hours of English intensive reading should be slightly increased, the extensive reading content should be left outside the class, the grammar class should be integrated into the intensive reading class, and the listening, speaking and listening should be integrated into English audio-visual speaking. All these require teachers to control the class well and distribute all the content reasonably to students in order to achieve the expected results.

In the course of business knowledge, international business negotiation, international freight and insurance, international settlement and international trade practice are combined into a core course, International Trade Practice, and the contents are explained in the order of trade progress; Taking the international sale of goods as the object, focusing on trade terms and contract terms, based on international trade practices and legal rules, and combining with the actual cases of China's foreign trade, this paper expounds the specific contents, basic links and general practices of the contract for the international sale of goods. Description in the order of trade development: commodity name, quality, quantity and packaging; International trade terms; International trade consulting; Accounting for quotation and counter-offer of export commodities; The content of the trade contract; International settlement method and letter of credit audit; Inspection of import and export commodities; International mode of transport of goods; International cargo transportation insurance; Customs declaration practice; Import trade; International trade mode, etc. , which completely matches the operation order and the actual business order.

Second, choose or write appropriate teaching materials.

When selecting or compiling textbooks for business English majors, we must fully investigate the existing related textbooks, the existing level of students, the situation of teachers, the needs of the audience and other factors, and determine the textbooks for business English majors according to the specific conditions and actual requirements of both teaching parties. Student-oriented? , clear training objectives. At the same time, the teaching materials should not only pay attention to imparting practical English language knowledge and solid language communication ability, but also pay attention to the close combination with relevant business professional knowledge, so that students can apply what they have learned in their professional posts after being taught, and really use English as a tool to serve their business professional related work. Specifically, higher vocational colleges pay attention to the cultivation of practical talents, emphasizing the basic sufficiency of theories and skills training. Therefore, their business English textbooks should be practical-oriented, with a low starting point, a lot of practical training, and pay attention to the use of language in actual business scenarios. Learn a little, understand a little; A little bit. Use some? The guiding ideology of teaching; In addition, the emphasis and emphasis of business knowledge involved in business English textbooks of different grades at the same level should be different.

3. What should be the business English textbooks? Stereo? The characteristics of.

So-called? Stereo? Compared with the traditional printed form, the teaching materials are no longer limited to printed texts, but are integrated with books, tapes, videos, CDs, multimedia courseware and network courseware, effectively combining the information input methods such as sound, images and videos, and cooperating with the teaching process from multiple angles, directions and levels. It greatly extends teaching and learning in time and space, can fully mobilize learners' learning autonomy, and truly realizes the transfer of teaching center from teachers to learners.

Fourth, strive to write and use textbooks that effectively combine English knowledge with business knowledge.

After a year's accumulation of English knowledge, students should try bilingual teaching and teach business knowledge in English. At present, if we use imported original textbooks, the content is too difficult for students at this level of higher vocational education. Therefore, targeted business English textbooks should be compiled for higher vocational college students. This is the only way to solve this problem.

The survival and development of business English major in higher vocational colleges must constantly update the teaching content, keep up with the pace of the times, persist in proceeding from reality and take students' employment and ability as the guidance, so as to meet the needs of social development and highlight the characteristics of running a major. Of course, the reform and renewal of teaching content need the joint efforts of the vast number of teaching and research workers, and they are constantly revised and improved in practice and work to meet the needs of social development.

References:

[1] Qiu Xiaohong. Higher vocational education? International business English? Reflections on the development of school-based teaching materials for project courses [J]. Journal of Zhenjiang College. 2007, (2):25-26.

[2] Xian Xiubin, a native of Tang Wenlong. Reflections on the Construction of Business English Textbooks [J]. journal of shandong institute of business and technology. 2007，( 10):37-38。

[3] Tao Yuping. On the Pursuit of Modern Teaching Methods [J]. Science Times.200,7 (12): 35-36.

[4] Xu Xiaohong. Design and implementation of network-assisted teaching system based on campus network [D]. Zhongshan City: Sun Yat-sen University, 2008.

See more related papers: e-commerce graduation thank-you letter, research report graduation thesis, and the cultivation of college students' entrepreneurial psychological quality;