How to explain the teaching management system and mechanism of Business English major

The teaching management system and mechanism of the Business English major

Foreword: As an emerging discipline, the Business English major is increasingly used in various fields such as culture, commerce, and tourism. It is widely used. How to ensure the rapid development of this subject and make it more widely used in international exchanges in the research and management of this subject. It is necessary to further explore the study of this subject and the management and training of researchers, in order to Ensure the quality of talents majoring in Business English.

Abstract: Construction of Business English Teaching Management System

Content:

1. Reform and Construction of Business English Major Teaching Management System and Mechanism

< p>The reform of the practical teaching system is the key to the quality and characteristics of business English majors in higher vocational colleges. The construction and effective implementation of the practical teaching system depends on the correct understanding of the connotation of practical teaching reform, the accurate positioning of practical teaching goals, the accurate setting of practical courses, the continuous improvement of on-campus and off-campus practical teaching conditions, the overall optimization of the practical teaching system, and The resulting improvement in the quality of talent training, the innovation of talent training models and the emergence of professional characteristics.

According to the talent training objectives and talent training specifications, in the talent training process, the Business English major should not only strengthen the cultivation of English communicative ability, but also pay attention to the learning and training of business knowledge and business skills, embodying the "English The organic combination of "Business" and "Business" enables students to have both strong English business communication skills and certain business operation skills. For three-year higher vocational education, the simple "English + Business" model cannot meet the requirements for "complex" talent training and the "applied" talent training goals. Therefore, building a scientific and reasonable curriculum system that takes into account and integrates language learning with the learning and cultivation of business knowledge and business skills, and effectively connects business knowledge learning and business operation skills training, is crucial to cultivating applied business English talents in higher vocational colleges. Practical teaching is the key to integrating and connecting relevant knowledge and promoting the coordinated development of various skills. It is also the key to highlighting the talent advantages of applied business English majors in higher vocational colleges and improving the employment competitiveness of graduates.

The Business English major has been exploring the innovative path of practical teaching, creating practical teaching characteristics, and taking the reform and construction of the practical teaching system as the entry point and breakthrough point for professional construction and professional characteristics. Through continuous practice , has constructed a scientific and reasonable practical teaching system, overcoming the common problems of unclear practical teaching objectives, unspecific practical training projects, unprominent professional core skill training, single practical training methods and means, and students' practical problems that are common in higher vocational business English majors. Due to limitations such as weak operational skills and difficulty in quantitative assessment, we have initially explored a set of effective practical training methods, which has solved the problem of difficult practical training for business English majors and formed a model that is in line with talent training goals and satisfies society's expectations for higher vocational education. The practical teaching system and teaching standards required for business English talent knowledge, ability and quality have formed their own characteristics and achieved obvious results. At the same time, the reform and practical exploration of the practical teaching system, the on-campus and off-campus practical teaching conditions, and the enrichment and improvement of practical teaching resources have contributed to the innovation of the talent training model of the Business English major and the improvement of the quality of talent training, providing a basis for higher vocational education business The reform and development of the English major provides certain theoretical basis and practical model for reference. The reform and successful practice of practical teaching are mainly reflected in:

1. Deeply understand and grasp the connotation of the reform and construction of the practical teaching system of higher vocational business English majors

The connotation of the practical teaching reform is :

(1) Accurately set up practical courses and practical training projects, clearly define practical training objectives and training content, and adopt training methods and means suitable for practical training content to make practical courses core and skills specific ization and diversification of methods.

(1) Establish a complete practical teaching guarantee mechanism and evaluation mechanism, strengthen the process management of practical teaching, and pay attention to the evaluation of the effectiveness of practical courses. Implement practical teaching through comprehensive management of planning, implementation and effects.

(2) Optimize practical teaching conditions. Strengthen the construction and management of on-campus and off-campus training bases and practical teaching resources necessary for practical teaching. Build a team of teachers with double qualifications and capable of practical teaching to ensure the implementation of practical teaching and the realization of practical teaching goals.

(3) Establish two major practical classrooms, on-campus and off-campus, to achieve the organic combination of on-campus practical teaching and off-campus practical teaching, the organic combination of simulation training and on-the-job training, timely alternation and complementary advantages.

1. Adhere to the principles of pertinence, practicality, integration and the combination of professional skills and comprehensive abilities to ensure the effectiveness of practical teaching

(1) The principle of pertinence is to focus on business Characteristics of the English major, analyze the knowledge and ability structure of students' future positions (groups), and determine the overall framework of the practical teaching system and specific skill training plans.

(2) The principle of practicality is to establish a practical course teaching system, a practical teaching guarantee mechanism and a skills assessment system from a practical, practical and practical perspective based on social needs and student employment needs.

(3) The principle of integration is the organic combination of theoretical teaching and practical teaching, language ability and business skills, and mutual promotion.

(4) The principle of combining professional skills and comprehensive abilities is that the practical teaching system should include professional skills that adapt to students’ future positions, as well as comprehensive abilities related to professional abilities. In the process of practical teaching, attention is paid to cultivating students' abilities to collect and process information, acquire new knowledge, analyze and solve problems, and have the ability to unite, collaborate, and engage in social activities.

3. Accurately construct the goals of practical teaching for Business English majors

The construction of practical teaching goals is the basis for the reform and construction of the practical teaching system. Based on the talent training goals and talent training specifications of Business English majors, the overall goal of practical teaching is constructed. Business English majors cultivate students with good professional qualities and ethics, master basic knowledge and theories in the field of international economics and trade, possess certain business operation skills and business processing abilities, and be able to use English as the working language, participate in international business activities, and engage in general international business Applied talents for work. The basic knowledge and ability composition of business English professionals is: English communicative ability + business knowledge and business operation skills + comprehensive skills, highlighting business English communication skills and business operation abilities.

Based on this, we have determined the goals of practical teaching for business English majors, that is, to cultivate students’ English communication skills and business communication skills in an international business environment, and to understand the (international) business work environment and related positions and occupations. Ability requirements: Understand the main links of international trade business processes, be familiar with the main business documents and document preparation involved in international trade business, and meet the skill requirements of relevant employment positions. At the same time, students’ comprehensive skills are improved through various forms of practical activities. The accurate positioning of practical teaching goals makes the direction of practical teaching reform clearer.

4. Establish a practical teaching system that meets the practical teaching objectives

Through extensive social and professional occupational position surveys, understand the society’s knowledge, abilities and qualities of higher vocational business English professionals According to the actual needs, a practical course system should be constructed in a targeted manner, and then the specific content, projects and methods of the practical courses should be determined.

The practical curriculum is centered on professional quality education and adheres to one main line and one focus. As an applied English professional, the cultivation and improvement of English communicative ability is the main line, and it runs through all practical teaching links. As applied business talents, we focus on the cultivation of business operation skills. Practical teaching places business skills training in a prominent position, using English as the teaching language and target language of practical courses to train business skills, thereby integrating language training and the cultivation of business operation capabilities.

5. The setting of practical courses meets the requirements of students’ professional ability training and highlights the training of key skills

The setting of practical courses pays special attention to the connection between courses, the consolidation and expansion of knowledge and skills , the cultivation of professional skills and professional abilities. For example, practical training courses targeting the essential skills of applied business English talents have been opened, such as business negotiation training, business correspondence training, import and export document production training, e-commerce training, etc. Through business software and simulation teaching, students can enter simulated business activity scenarios, allowing students to "experience" business practice and gain all-round improvement in business skills and English ability in practice. For the cultivation of applied English talents in higher vocational colleges, practical teaching strengthens "speaking" and "hands-on" training, emphasizing "being able to speak and do". Through practical training courses such as "Business English Negotiation" and "Business English Correspondence Writing", students are trained and cultivated to "be able to speak, write and operate", reflecting the comprehensive application ability of business English.

6. Reform and innovate the teaching methods of practical courses, and significantly improve the teaching quality of practical courses

Choose appropriate teaching methods and training forms according to the teaching objectives and training content of the practical courses , create a simulated working environment as much as possible, simulate real business scenarios, adopt scenario simulation teaching methods, case teaching methods, and special seminar methods, promote interactive and participatory teaching, make full use of various resources, and adopt multi-form, multi-faceted, and multi-faceted teaching methods. The channel implements practical course teaching so that students can get the maximum experience, practice and practice, making the practical teaching method initially unique.

For example, the simulation training method used in the "Business Negotiation" practical training is designed and implemented in the form of a "simulated trade fair". During the practical training, students felt as if they were in a trade fair booth with a strong professional atmosphere, completing the entire negotiation process from establishing business relationships to price terms and signing contracts, so that the English expressions and basic business negotiation skills involved in each negotiation link were strengthened. train.

The "Business English Correspondence Writing and Import and Export Document Preparation" training uses business training software and network resources to present students with various real business English letters and business documents for repeated learning. And practice letter writing and document preparation standards. At the same time, by presenting and listing common problems encountered in business activities, such as complaints and claims, payment collection and other practical cases, students can understand the basic procedures of business operations and learn to deal with related problems. Through practical training, students learn how to use appropriate business language to clearly express intentions and complete transaction tasks.

The "Business Practice" practical training course takes students to off-campus training bases and enterprises for cognitive internships, and takes students to participate in trade fairs and various business exhibitions. They can not only learn about relevant business work, but also have Opportunity to contact foreign businessmen and improve oral and interpersonal communication skills.

During the practical training process of "Vocational Qualification Certificate", training experts were invited to give special lectures. On this basis, previous graduates were invited to return to school to exchange experiences on follow-up work and talk about the "hardship" of follow-up work. ” and “enjoyment”, and conduct timely professional quality and professional ethics education. During the customs declaration qualification training, customs personnel were invited to teach the business processes of customs declaration work and other related content, and students were taken to the customs terminal to visit and practice, which enhanced professional awareness and sense of reality.

7. Overall optimization of practical teaching conditions

(1) The practical teaching conditions in the school have been significantly improved to meet the requirements of on-campus practical training

The practical teaching conditions are practical teaching Basic guarantee for effective implementation. For business English majors, some important special skill training is restricted by factors such as job position, nature of work, and time, such as document production training, import and export business negotiation training, business correspondence writing training, etc. It is difficult to fully implement the systematic "job posting" operation. Therefore, a complete on-campus training base, training software, and simulation training rooms are particularly important. They can make up for the lack of "post-position" practical positions in liberal arts majors and the difficulty in coordinating time. The Business English major has established an on-campus business training room and a business training computer room, which are equipped with business software and equipment required for various practical trainings, providing guarantee for students to conduct on-campus practical training. The import and export business negotiation room and product showroom have also received corporate funding and are about to start construction and are expected to be put into use soon.

(2) Off-campus training bases operate well and play a positive role in cultivating students' comprehensive professional abilities

7 off-campus training bases have been established to closely connect with society and society. Contacts with enterprises, customs, trading companies and other units have initially established a long-term mechanism for school-enterprise cooperation. Students are regularly and irregularly arranged for on-the-job internships and participate in summer practice. Students have on-the-job internships at bases such as Haiou Sanitary Ware, Mengdumei, Foshan Baitao, and Home of Migrant Workers. The students wear company uniforms, abide by company disciplines, and integrate into the company. Cultural atmosphere, becoming an enterprise's "employee" and other practical training forms have achieved satisfactory results.

(3) Establish a team of teachers with strong practical ability and active participation in the reform and construction of practical teaching

Teachers are the organizers and guides of practical teaching and are responsible for implementing skills training basic guarantee. Teachers who undertake practical teaching tasks must not only have professional theoretical knowledge, but also must be able to effectively organize and guide students to conduct practical exercises, promptly answer various questions raised by students during the training process, and troubleshoot operational faults.

In view of the situation that the quantity and quality of "double-qualified" teachers majoring in Business English cannot meet the requirements of vocational education, we have formulated a series of practical teacher training and practical training programs to provide teachers with practical capabilities and professional quality improvement. provided strong supervision and support. In addition to independent study, study and improvement, teachers also go to enterprises, institutions, foreign trade companies, customs and other relevant units to study, practice, experience and practice, so that they can be better qualified for practical teaching work. In addition, we also invite experienced people in the industry and teachers with excellent theoretical and practical abilities to carry out training on basic international business knowledge and business training software. Whatever is missing, we make up for it, and the results are good. In recent years, more than 20 teachers have been sent to participate in the base training, and more than 80% of the teachers have obtained the quality of dual teachers through various methods and channels. Teachers who take on practical courses have become better and better, and students' satisfaction with practical courses has greatly improved.

8. Improve practical teaching documents and implement practical teaching standards in an orderly manner

(1) Establish complete practical teaching documents, and formulate appropriate teaching syllabus for each practical course. We have issued practical training instructions and established a skill test question bank. The practical training guide clearly stipulates the practical training items, objectives, requirements, content, operating steps, precautions, assessment standards and other contents, which has important guiding significance for teachers and students. The skill test question bank tests each practical training, and students undergo a comprehensive skills test before graduation to ensure mastery of core skills.

(2) Process management and effect evaluation of the implementation of practical courses. Business English majors implement 5T teaching steps. 5T refers to teaching goals (target) → teaching tasks (task) → demonstration teaching (teaching) → skill practice (training) → skill testing (testing). That is, during each practical training, the teacher clearly stipulates the training objectives and training tasks, demonstrates the training content and operation process, and guides students to practice. At the end of the practical training, students complete a skills test. This approach has achieved results in process management and detailed implementation of skills training.

(3) Through the reasonable setting of courses and the careful arrangement of practical plans, the outstanding contradictions in the arrangement, content alternation, and time distribution of practical courses and theoretical courses have been basically solved, ensuring practical teaching. Orderly and effective implementation.

2. The results of the reform and construction of the business English major teaching management system and mechanism:

1. The implementation and management of practical teaching are standardized and orderly, and the practical teaching content is closer to social needs and applications The goal of cultivating talents is more conscious and flexible, less random and blind, and more embodies the principle of "actuality, practice and practicality".

2. Professional leaders and professional teachers have a deep understanding and grasp of the goals, content, organization and implementation of practical teaching, actively participate in teaching practice and reform, and show great work enthusiasm and courage. The spirit of innovation and courage to practice. Professional reform and construction have a broader vision, broader ideas, broader paths, greater steps, more methods, and more confidence.

3. Students’ professional skills and overall quality are improved, and their self-motivation and self-confidence are enhanced. The standardized management of practical teaching and the implementation of student skills training and assessment enable students to master core professional skills, improve the excellent and pass rates of skill tests, and enhance the sense of harvest and satisfaction of teachers and students. In the training diary, the students wrote: "The two-week training arrangement was very fulfilling and will be very beneficial to our future work. I would like to thank the department for arranging this practical training course and thank the teacher for his careful guidance." The teacher's explanation made us deeply realize that to be a good merchandiser, it is not enough to have trade knowledge, but also to be careful and patient. Otherwise, a small mistake may cause the company to suffer huge losses." Another example is Zheng Junya, a student majoring in business English in 2003, who worked as an intern at Foshan Baide Ceramics Company during the summer vacation of 2005. They worked in several positions for more than a month. Their outstanding performance, fluent English, good professional skills, and comprehensive quality made them His interpersonal communication skills left a deep impression on the company. The company admires our students very much and expresses its willingness to accept our students and will focus on training our students as a reserve force for the company's management.

Mr. Li Chengri, the CEO of "Guangzhou Mengdumei Fabric Co., Ltd.", known as the king of carpets and whose products are world-renowned, and a member of the National Committee of the Chinese People's Political Consultative Conference, after listening to our report on the practical teaching of industry-university cooperation, he greatly appreciated it and expressed his investment on the spot. We support the establishment of professional scientific research projects and the construction of the "Import and Export Simulation Training Product Showroom", and express our willingness to accept our students to the factory for internships and practical training, and give priority to the recruitment of students from our major. A small meeting will be held in the Business English major in early November Job Fair. Graduate surveys and return interviews also show that practical training courses are highly practical, and internships, practical training, company internships, job placements and other experiences during school have become strong support for graduates to find employment and engage in professional work.

1. Practical teaching promotes the in-depth development of industry-university cooperation and further opens up employment channels.

The reform of practical teaching allows us to truly go out of campus and enter society, industry, and enterprises. At present, a number of off-campus training bases and cooperative units have begun to accept students for internships. School-enterprise cooperation is becoming increasingly close, and greater education reforms are being brewed. Off-campus training bases have become indispensable teaching venues for practical teaching and play an irreplaceable role.

2. Business English majors are booming in enrollment and employment, with student application rates, registration rates, and employment rates consistently ranking first. These fully demonstrate the effectiveness and strength of the business English major as well as its social recognition. A survey of graduates shows that employers have a high degree of recognition for graduates of this major. It is generally reflected that business English major graduates have solid basic professional knowledge and skills, a strong sense of professionalism and responsibility, and are qualified for their current positions. In the sub-investigation, employers also have high evaluations of the organizational management ability, innovation ability and adaptability of business English major graduates. A job survey of graduates from the 2004 and 2005 classes shows that the job matching rate and employment quality of business English major graduates have greatly improved.

3. Conclusion

The reform and construction of the practical teaching system is a process that embodies the laws of higher vocational education and continuously adapts to and meets social and teaching needs. It requires continuous innovation and practice. We deeply realize that only by establishing a scientific and reasonable practical teaching system and practical teaching standards, and continuously optimizing and improving them on the basis of practice, can we meet the society's requirements for the ability and quality of professional talents and give full play to the role of practical teaching in cultivating applied talents. The important role of higher vocational and technical education reflects the strong vitality.

References:

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