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1.
随着我国对外经济的快速发展,对商务英语人才的需求也越来越大。因此,不同层次、不同类型的学校都开设了商务英语专业以满足社会经济发展对复合型外语人才的需求。作为特殊用途英语的一支,商务英语专业的培养目标是在特定的国际商务环境中,全面提高学生英语及商务知识水平并最终达到用英语从事各种国际商务活动的目的。受传统教学方法的影响,商务英语教学仍然偏重老师的教而忽视学生的学,更重视理论知识的传授。当今社会需要的是能把知识转化为能力的实用型复合人才。因此,改革教学方法,加强"复合型人才"的培养才是商务英语专业发展的有效途径。笔者在商务英语教学中运用案例教学法的尝试旨在提高商务英语专业学生们的语言能力、实际商务交际能力、分析问题和解决问题的能力。实践表明案例教学法确实能对学生的语言水平、商务知识的运用及个人能力的提高起到积极的作用,可为现有商务英语的教学方法提供有效的补充。 相似文献
2.
随着我国对外经济的快速发展,对商务英语人才的需求也越来越大。因此,不同层次、不同类型的学校都开设了商务英语专业以满足社会经济发展对复合型外语人才的需求。作为特殊用途英语的一支,商务英语专业的培养目标是在特定的国际商务环境中,全面提高学生英语及商务知识水平并最终达到用英语从事各种国际商务活动的目的。受传统教学方法的影响,商务英语教学仍然偏重老师的教而忽视学生的学,更重视理论知识的传授。当今社会需要的是能把知识转化为能力的实用型复合人才。因此,改革教学方法,加强“复合型人才”的培养才是商务英语专业发展的有效途径。笔者在商务英语教学中运用案例教学法的尝试旨在提高商务英语专业学生们的语言能力、实际商务交际能力、分析问题和解决问题的能力。实践表明案例教学法确实能对学生的语言水平、商务知识的运用及个人能力的提高起到积极的作用,可为现有商务英语的教学方法提供有效的补充。 相似文献
3.
成焱霞 《宿州教育学院学报》2014,(3):109-111
商务沟通是一个多渠道的、动态的思想和情感交互过程,是商务活动的重要构成.商务沟通能力的培养,是商务英语专业人才培养的核心内容.在市场商务英语专业人才需求不断递增的今天,对商务英语专业学生商务沟通能力培养进行探讨和分析,是专业人才培养理论发展的需要,更是英语专业教学实践的需要. 相似文献
4.
目前商务英语课的存在是多层次、多模态的。本文把商务英语课程分为宽式概念和窄式概念,同时分析了商务英语课多层性的原因并且以课程的教学目标/内容为标尺对不同层次的商务英语进行性质描述和定位。在大学英语的课程体系之中,商务英语也分两个层次,学术商务英语和ESP商务英语,ESP商务英语应该以学生的语言能力、商务知识、交际策略均衡发展为目标。 相似文献
5.
《佳木斯教育学院学报》2015,(7)
商务英语是高职商务英语专业的主干课程之一,在商务人才培养过程中,应既注重培养学生的英语语言交际能力,又注重培养学生对商务知识的学习和对商务技能的应用。近年来,基于工作过程的教学改革开展开来,商务英语课程中,教师也在不断的探索和钻研。文章中以作者参加院优秀课竞赛的一次商务英语课程的教学设计实例,向大家展示了商务英语教师开展基于工作过程的教学改革尝试。 相似文献
6.
高职商务英语翻译课程作为商务英语专业的核心课程,以提高学生商务翻译水平、培养学生翻译实践能力为教学目标,力求培养符合社会需求、具备一定翻译技能的商务英语实践型人才。工匠精神作为每一名从业者应尊崇和追求的职业精神,对劳动者尤其是实践型技能人才提出了敬业畏业、钻研探求、追求精品、不断创新等要求。立足于提高高职商务英语翻译课程的教学质量,对工匠精神与商务英语翻译教学的可融合性进行分析,并探讨其融合策略,以期为高职商务英语翻译教学提供借鉴。 相似文献
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万惠蓉 《黑龙江教育学院学报》2011,(4):180-182
商务综合英语是高校商务英语专业课程体系中的核心课程,不仅要全面提高学生听、说、读、写、译等备方面的综合英语能力,而且还要对学生进行商务知识和技能的培训.教师应该掌握本门课程的特点,善于运用多种教学方法和教学手段,培养出既有扎实的英语基本功又能用英语进行有效的跨文化商务交际的应用性复合型人才. 相似文献
10.
全球经济一体化，社会对商务英语人才的需求越来越大，且呈层次多样化态势。高职商务英语专业的设置迎合了这一社会需求。高职商务英语专业以“商务”为主，主要培养学生实际的商务应用能力。高职商务英语专业可通过“一位二改三课四面”等举措，培养造就社会需要的人才。 相似文献
11.
Klaudia Schulte Susanne Bögeholz Rainer Watermann 《Zeitschrift für Erziehungswissenschaft》2008,11(2):268-287
Teacher Self-Efficacy and General Pedagogical Knowledge During Teacher Education. The present study investigates how teacher self-efficacy beliefs develop during teacher education and how self-efficacy beliefs and general pedagogical knowledge of student-teachers are related. In a cross-sectional study, 257 student-teachers were investigated (173 first year students, 27 advanced students, 35 examination candidates, 19 preservice teachers). The data show that self-efficacy beliefs for the subscales classroom management and assessment increase between the start and the end of training (preservice teachers). Concerning diagnostic competency, self-efficacy beliefs do not change during studies and even decrease for the preservice teachers. For the subscales communication and conflicts as well as coping little difference is noticeable. Professional knowledge, in contrast, increases during studies. Self-efficacy beliefs for classroom management and assessment are linked to professional knowledge. Finally, the usefulness of the multidimensional measuring of self-efficacy beliefs is discussed and implications for future research approaches are presented. 相似文献
12.
沙立 《黑龙江教育学院学报》2012,(7):146-149
由于缺乏全国统一的教学大纲,在英语教学界对于商务英语专业的学科属性、课程设置、教学方法、授课内容等还没有统一的认识。与一类本科院校相比,独立学院在资金、师资和生源上都无法效仿他们的课程体系。因此独立学院必须另辟蹊径,在明确目标职场定位的前提下,通过对目标职场对于商务英语人才的技能需求分析,打造以英语专业+通用商务英语+双语商务知识为主,特殊用途商务英语为辅的课程体系,从而培养出适应中端职场需求的"实干型"人才,做到扬长避短、因材施教、错位发展。 相似文献
13.
Franziska Bouley Eveline Wuttke Kathleen Schnick-Vollmer Bernhard Schmitz Stefanie Berger Sabine Fritsch 《Peabody Journal of Education》2013,88(4):491-502
Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep understanding of the economic context and the development of economics competence. To teach well, teachers require professional knowledge, which is mainly composed of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). Our competence model comprises the cognitive component of professional knowledge and the noncognitive components of beliefs, self-efficacy, and self-regulation. To measure competence in competence of prospective teachers, we employed novel instruments to test for professional knowledge and beliefs as well as established ones to test for self-regulation and self-efficacy. The sample consists of 1,152 students at 24 German universities. The structure of the competence model was tested. Results suggest that professional competence in accounting has at least four distinct dimensions (CK, PCK, beliefs, and self-regulation aspects). 相似文献
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谢满兰 《广东教育学院学报》2011,(4):86-92
写作教学从来都是外语教学的重点和难点。通过教师培训的反思数据分析可见,高中英语教师对写作教学改革在理念上新旧共存,情感上冷热不一;从教学设计的数据看,教师在专业知识和技能上良莠不齐。因此,有必要消除教师心理障碍,激发教师学习热情,开发多元化职后学习和教育模式来推动教师参与课改和教改。 相似文献
15.
Teacher knowledge, as an important cognitive basis of teaching, has attracted tremendous attention in educational research in the last few decades. This study examines whether teachers’ self-perceived knowledge about oral English teaching differs with regard to their professional profiles in the English as a Foreign Language (EFL) context in China. A sample of 527 teachers from 56 universities in 29 cities across the country responded to a self-report questionnaire. Thirty teachers were interviewed. Teachers’ self-perceived knowledge was assessed by two factors: pedagogical content knowledge about oral English teaching (PCK) and knowledge of students’ oral English characteristics (KOS). The reliability and validity of the instrument are tested and presented. Results showed that EFL teachers generally reported having insufficient PCK and KOS. ANOVA and t-tests revealed no significant knowledge difference among teachers with different teaching experiences, training and overseas exposure. However, teachers’ learning experiences, self-perceived speaking ability and familiarity with teaching methodologies were found to influence teacher knowledge in a significant way. The findings highlight the need for the development of teacher knowledge about oral English teaching in the EFL contexts. Suggestions for further research are provided. 相似文献
16.
盛普聪 《通化师范学院学报》2008,29(1):76-78
自2003年教育部颁布《高中英语新课程标准》以来,《新课标》对英语教师提出了新的要求。英语教师对学生的培养要从知识为本转向以学生发展为主,要注重培养和提高学生的综合素质。高师英语专业的学生是未来的英语教师。要想真正做好应对英语教学及教育发展变化的角色转换,必须具备过硬的英语教师职业技能。英语教师职业技能是指教师运用所学的专业知识,从事教育教学活动、完成教书育人的任务所必须具备的能力。教师的各项技能都会影响英语课堂的教学效果。高师英语专业要从培养合格的英语教师的高度出发,使学生受到严格的技能训练,这是提高其实践教学水平的关键。 相似文献
17.
李凤萍 《宁波大学学报(教育科学版)》2008,30(2):118-121
产生于西方语言教学实践的任务型教学在中国大学英语教学应用中存在一定的问题：（1）有些教师对任务型教学的理解不够深入,语言能力不足以承担任务型教学;（2）学生的应试型学习动机和性格特征可能使他们不欢迎任务型教学;（3）部分外部条件不支持等。因此,教师要充分挖掘学生的应试型学习动机的积极意义,设计与应试相结合的交际任务,鼓励学生参与课堂任务;高校的管理部门应该想办法为学生的英语学习创造好的外部环境。 相似文献
18.
In Canada, all regular K-12 teachers face the challenge of teaching both native and non-native English speaking students. Consequently, working with students who use English as a second language (ESL) has become everybody's business, irrespective of whether they are teaching language or mathematics, at elementary or secondary levels. As a result, it is essential for in-service teachers to gain knowledge and develop skills in working with ESL students. Teaching English as a second language (TESL) courses have been delivered traditionally at the Faculty of Education at Queen's University through on-site training and with opportunities for working with ESL students. These courses, however, are now delivered online to teachers in different locations across the province and even in other parts of the world. This paper addresses the challenges of converting the on-site courses to an online format. 相似文献
19.
Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students 
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下载免费PDF全文 Ulrika Ekstam Johan Korhonen Karin Linnanmäki Pirjo Aunio 《Journal of Research in Special Educational Needs》2018,18(1):59-69
Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge. 相似文献
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程逸松 《通化师范学院学报》2014,(10):119-121
PBL教学法是建构主义理论的实践典范,通过教师设计问题,学生解答问题,学生在教师的指导下构建起自己的知识体系.商学导论是商务英语专业或者英语专业（商务方向）的一门基础课,其目的是帮助学生运用英语技能学习商学知识.在教学实践中,教师将商学知识教学目标设计成问题,学生采用英语听力和阅读的方式获取知识,解答这些问题,然后用英语口语和写作的方式表达出答案.通过贯彻PBL教学法的原则,可使该课程的内容和形式有机地结合起来. 相似文献