Analysis of Business English Professional Training goal毕业论文翻译.docx
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Analysis of Business English Professional Training goal毕业论文翻译.docx
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AnalysisofBusinessEnglishProfessionalTraininggoal毕业论文翻译
AnalysisofBusinessEnglishProfessionalTraininggoal
Abstract:
China’sWTOaccession,withtheincreaseininternationalbusinessactivities,vocationalBusinessEnglishcameintobeing,professionalconstructionanddevelopmentonthepremisethatthecorrectpositioningofpersonneltrainingobjectives.VocationalBusinessEnglishmusttaketheprofessionalcapacityofthecoretrainingtostudent-centeredteachingmethods,assessmentofteachingmethodsinordertodiversifyinordertofosterinternationalbusinessactivitiesrequire‘complex,application-oriented’people.
Abstract:
WiththeboominginternationalbusinessinChina,BusinessEnglishmajorcomesintoexistenceinmanyVocationalColleges.Thegrowthofthemajorcallsforthepropergoalofeducationalprograminwhichprofessionalcompetenceshouldbegiventhepriority.Topreparetheversatileandpracticaltalentsforthesociety,student-orientedteachingmethodanddiversifiedmeansofevaluationareessentialtothefulfillmentofitsgoal.
BusinessEnglishisacross-disciplinary,involvingitsexpertiseinEnglish,tradersBranch,secretarialandcommunicationstudies,etc.ThestudentsaftercompletingtheirstudiesnotonlyhavebetterknowledgeoftheEnglishlanguage,basicknowledgeofbusiness,EasternandWesternCulturebasicconcepts,butalsohascross-culturalcommunicationskillsandbusinessoperationoftheabilitytoadapttoworkplaceneeds,tobecomeChina’seconomicdevelopmentandinternationalbusinessactivitiesrequirethe‘applicationtype,compound’talent.
AprofessionalBusinessEnglishtrainingobjectivesBusinessEnglishtrainingobjectivesshouldbecombinedwithsocialneeds,andrequirementsanalysisisanimportantaspectabouttrainingwiththelocalmarketdemandandtheactualsituationoftheactualmatch,accordingtoyearsofprofessionaleducationalpractice,businessEnglishandjobmarketandemploymentunitsofstudy,summedupitsgoalisthecultivationofmoral,intellectualandphysicaldevelopment,andhaveahighideologicalandculturalqualities,acertainamountofEnglishcommunicationskills,businessandoperationalcapabilitiesandinnovativeself-learningability,toengageinforeignsecretary,internationaltrade,internationalbusinessactivities‘application’talent,theyshouldhavethefollowingcapabilities:
Englishcommunicationskills.Hymesthatacompletedefinitionofcommunicationskillsshouldincludefourelements:
thepossibilityofsyntax(degree);practicalfeasibility(degree);wheretheapplicabilityof(degree);realtruth(degree),thisfour-partcommunicativecompetencereflectsthevoiceandthelistener’sknowledgeofgrammar,psycholinguisticknowledge,socialandculturalknowledgeandfieldapplicationoflanguageability.Therefore,studentshaveasolidknowledgebaseoflanguage,butalsodeveloptheirculturalawarenessandbusinessactivitiesinthepracticalapplicationoflanguageability,particularlyincross-culturalcommunicativecompetence.
Businessoperationalcapacity(professionalcompetence).Thestudentspracticalabilityandpracticalability,isinadditiontolanguageskills,basicskillsworkoutsidethebusinesssuchas:
businessareasofbusinessoperationsandoperationalcapacity,communicationskills,problemsolvingskills,teamworkcapacity,informationandnetworkapplications,etc.ThisisabusinessEnglishlanguageskillsnecessaryforthedevelopmentworkandanabilityofself-learningandinnovation.isthecapacityforsustainabledevelopment.Nowistheeraofknowledgeeconomy,knowledgeupdatesoontoimprovestudenttheoverallqualityofstudentslearningandinnovationistoensuretherapiddevelopmentofitssocietyinthesurvivalanddevelopment.
BusinessEnglishtrainingofprofessionalsmustbeclear,‘amainline,threeoutstanding’,thatisthemainlineofEnglishproficiency,outstandingprofessionalability,outstandingself-learningabilityandcreativeability,teamspiritandsenseofserviceofoutstandingstudentstraining,vocationalstudentstrulyreflectprofessionalwithexpertiseinemploymenthasadvantageousfeatures.
Second,vocationaltrainingBusinessEnglishway1,theBusinessEnglishCurriculum
ChinahasenteredWTO,thehumanresourcesmarketforinternational,complex,application-orientedtalentshavebecomeincreasinglydemanding,therefore,BusinessEnglishfacegreaterchallenges,anditsgraduatesmusthavegoodEnglishcommunicationskills,inter-culturalbusinesscommunicationskills,familiarwiththebasicrulesofbusiness,andhaveaverystronglearningandinnovation.SimpleEnglish+BusinessnotwellspecializedcurriculumtomeetthesocialdemandforBusinessEnglish,BusinessEnglish,cannotreflecttheprofessionalcharacteristics.Inaddition,specializedcoursesandbusinessEnglishcoursesaremorespecialized,takeupmoreteachinghoursWiththedevelopmentofinformationtechnology,anumberofcommercialtoolshavebeeneliminated,someofthebusinessconceptbehindthetimes,soastodevelopmoreresponsivetomarketneeds,businessEnglishlanguageskills,tohavemorelivingspaceanddevelopment,businessEnglishcurriculumshouldbeadjustedtomakeitmorescientificandmorereasonable.ThebusinesscombinationwithEnglish,studentsmustbeincreasedtoprovidetheinternationalbusinessoperatingcapacityofbasictraining,duplicationordeletionofsomeofthecrossandthecontentbehindtheteachingcontent.BusinessEnglishcoursescanbedividedintothreemodules:
ProfessionalfoundationcoursesinEnglishlanguagemodules:
includingvoice,English-basedintegratedlessons,grammar,pan-ditch,listeningandspeaking.BusinessEnglishcoursemodules:
BusinessEnglish,BusinessEnglishWriting,BusinessEnglish,reading,businesstranslations,businessinterpreting,audio-visualbusinessEnglish.businessprofessionalcurriculummodules:
includinginternationaltradepractices,internationalmarketing,internationalsystem,asingle,cross-culturalbusinesscommunication,businessnegotiations,e-commerce.EnglishlanguagecoursesfocusedonprofessionalEnglishlanguage-basedknowledgebase,emphasizingthebasicEnglishcommunicationskillstraining,Englishasabasicwritingcourseisnotalone,becauseitisEnglish-basedintegratedcurriculumasanimportantpart.
BusinessEnglishtrainingcoursesfocusedoninternationalbusinessactivitiesrequirebasicskills.BusinessEnglishcoursecoversthebasicprinciplesandoperationofthebusiness.IncludingBusinessEnglishreadingcommonlyusedbusinessdocumentssuchasreports,lettersofcreditandsoon.
BusinessEnglishWritingcoverstheoriginalbusinesscorrespondenceandpracticalEnglishwriting,businessEnglishtranslationandinterpretationbusinesstrainingcoursesforbusinessactivitiesintheconferenceinterpretation,translationofthenegotiations,companyandproductintroductionskills.BusinessEnglishcoursemodulesetismoreeffectiveuseofteachinghoursandteachingresources,personneltrainingtoensureagreaterextentofachievementoftheobjectives.
2,BusinessEnglishteachingmode
Tohelpstudentsdeveloptheirprofessionalcapabilities,enablesthemtorapidlyadapttothesocial,businessEnglishteachingbusinessEnglishstudentsshouldbeattentiontothebasicworkskills,businessEnglishoperationalcapabilitiesandoperationalcapabilities,self-learningability,communicationskills,problemsolving,teamcollaboration,informationandnetworkapplicationsofthesecapabilitiesisthestudent’sprofessionaldevelopmentneedsofBusinessEnglishteachingshouldbethecorecontent.
ThelatesttheoriesofWesterneducationalpsychology-constructivism,asBusinessEnglishteachingmethodsreformprovidesatheoreticalbasis.Constructivisttheorythathumanknowledgeisnotpurelyobjective,butnotothers,toimparttheirownconstruction.Isnotaloneintheformationofbutisininteractionwiththeexternalenvironment,theprocessofformation.whichconstructivistbelievethatteachingshouldbestudent-centered,togivestudentscontrolandmanagetheirownrightsandopportunitiesthatnotonlyemphasizesthelearner’scognitivesubjectrole,norignoretheteacher’sguide.
‘Student-centered’teachingmethodsemphasize‘learning’ratherthan‘teaching’;payattentiontowhatstudentslearnratherthanwhatshouldbelearned;emphasizethelearningprocessinsteadoflearningtheresults,focusingonstudentsparticipation;teachingevaluationusesadiversifiedassessmentmethods;attentiontoindividuallearners,whilealsofocusingonthewhole,sothatteachingmethods,studentscanbeeffectiveoralcommunication,oralpresentation,teamwork,informationgathering,computeroperations,businessetiquette,etc.skills.diversifiedassessmenttoevaluatetheperformanceofthecontentcanbediversified,suchasbusinessEnglishcommunication,Englishbusinessletter,informationsearch,teamwork,secretarialskills,officeequipmentoperationskills,internationaltrade,business,internationalbusinessandculturalknowledge;diversityassessmentmethodssuchasclassroomperformance,oral,Englishdebate,marketresearch,productdemonstrations,classroomdiscussions,assignments,unittests,mid-termfinaltests,etc.;assessmentisthetimetoemphasizetheprocessofassessingdiversityintheteachingofstudentsatdifferenttimesofpreparatory,formative,diagnosticandsummativeassessment.Thisallowsstudentstodiscovertheirownproblemsandshortcomings,improvelearningefficiency,andpromotethecultivationofstudents’businessEnglishskillsandimproving.Thus,intheprocessofteachi
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