商务英语专业课程职业化设计的案例研究——以《跨文化商务交际》课程为例  

Case Study on Professionalized Course Design of Business English Specialty——The Case of the Course of "Intercultural Communication in Business"

作　　者：刘刚凤[1] 王朝晖[1] 贾丽萍[1] 

机构地区：[1]成都纺织高等专科学校,四川成都610000

出　　处：《职业技术教育》2012年第14期48-50,共3页Vocational and Technical Education

基　　金：四川省教育厅2009年大学英语教学改革重点项目<高职教育EGP;ESP英语课程的融合与职业能力培养的研究与实践>(川教函[2009]670号);主持人:王朝晖

摘　　要：商务英语专业核心培养目标是学生的职业能力,该目标的实现最终要依靠职业化的课程设计。以《跨文化商务交际》课程为例,针对外贸业务员、涉外文秘和初级商务英语翻译三个目标岗位群,其课程内容可设计为寻求就业、初入职场和职场进阶三个模块,每个模块下由数个单元组成,各单元内容基本包含专业目标岗位群所共有的典型工作情景,单元之间的排序要充分考虑技能习得和工作流程顺序。对于此课程可以尝试进行课程组合作教学,并构建由课程组、企业和学生参与的,以形成性评价为主、终结性评价为辅的评价体系。The core objectives of business English specialty are to cultivate students＇ professional abilities, which needs to design professionalization courses. Taking the course of ＂intercultural communication in business＂ as the case, aiming at three objective post groups such as foreign trade sales, secretary concerning foreign affairs and primary business Eng- lish translator, its curriculum contents can be designed into three modules including pursuing employment, firstly entering workplace, workplace advancing. Every module is consisted of several units, the contents of various units basically include the typical work situation possessed commonly by professional objective post groups, and the order of units should fully consider the order of skills acquisition and working procedures. In the teaching, curriculum group cooperation teaching can be tried; meanwhile, it is possible to construct a evaluation system participated by curriculum groups, enterprises and students, which takes formative evaluation as the subject while takes summative evaluation as the support.

关 键 词：商务英语 课程设计 职业化 岗位群 工作情境 评价体系 

分 类 号：G712[文化科学—职业技术教育学]