| At present, there are some problems in our Business Chinese Teaching, such as outdated teaching materials, informal teaching, and lack of practice. It causes us to work more about that. And improvement of Oral Business Chinese is an important breakthrough of improvements of Business Chinese Teaching. From constructivism and hypothesis of input aspects, situation-based method of teaching plays quite a key role. Based on the two theories, situational teaching claims that situation should be used to help students obtain effective classroom input, and construct meaningful knowledgeable and skills. It is the emphasis in this paper that is study of situation-based method in Oral Business Chinese teaching.As far as Oral Business Chinese is concerned, it has three basic characters, that is practicalness,pluralism and pertinence. However, two kind of teaching methods like task-based language teaching and case-based one derived from CLT, is popular at colleges in our countries. Situational teaching is rarely used in Oral Business Chinese teaching. Situational teaching, generally, should follow basic principles such as systematicness, participation, priority of situation and maneuverability. Its teaching procedures are usually include leading-in, drill and application. Basic situation creations could be got by creation of material object, reproduction of picture, experience of performance, description of language. Besides, we can also reconstruct situation by multimedia, and arouse students'real emotion and aspiration to knowledge, to the utmost, with many dimensionalities in and out of class. Therefore their distance between theory and practice will be shortened and their business skills will be improved.Based on surveys of some teachers and volunteers who engaged in teaching Oral Business Chinese, the survey is mainly on College of Liberal Arts in Southwest University and Business Chinese development item "1+2+1" in Thailand Khon Kaen University, with the hope of better situational teaching method usage in Oral Business Chinese. According to this survey, its statistics shows that:as for current situation, more than 60% students accept their education modes; as for teaching material, the difficulty is greater than students' level; students vary the current teaching mode greatly; the situational teaching becomes an embryo in classroom teaching form; as for teachers' subjective reasons and facilities' objective reasons, multimedia is not a main teaching method; students emphasizes highly on teachers' Chinese profession and business experience. Teachers who are from liberal arts with abundant experience are highly spoken of. As for students' need, they think the knowledge from top to down they get from learning effectiveness are:business professional knowledge, business practical operation skill, cross-cultural knowledge and business English language knowledge. Students depend largely on teachers in many favorable teaching activities. As for feasibility in situation-based method of teaching, this method is not favorable on nearly half Thailand's undergraduates who are majoring in Business Chinese. They accept traditional teaching modes. Therefore, how to improve the validity in classroom teaching needs considering. After use and analyze of teaching materials we find out:teaching material is more difficult that what we think it is. Contents are not new and original. Role play and situational teaching are neglected. Based on these problems, we advise reduction difficulty on teaching material, increase on situational items, recognition of feasibility and participation in teaching.
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