Study On The Project-Based Higher Vocational Business English Course Reform

In the development process, higher vocational Business English is faced with the fundamental problem of dissatisfaction in effectiveness of teaching. Because of the educational concept, the quality of teachers and so on, most of vocational colleges artificially divide Business English into two parts, Business and English. Business and English are taught by different teachers at different classes. As a result, the graduates majoring in Business English haven't got a strong professional ability in practical work. This paper seeks to study how to construct project-based higher vocational Business English course, which integrates business and English based on business activities and the English language, and improves students' ability to hold business activities through accomplishing projects from practical work. The paper consists of four chapters.Chapter one, an introduction, examines the problems existing in higher vocational Business English teaching, as well as the causes, through the survey of some schools and companies. It also puts forward the ideas and the method of project-based course reform of higher vocational Business English.Chapter two defines some main concepts and proposes the characteristics and functions of project-based higher vocational Business English course.Chapter three expounds upon the overview, elaborating on its theoretical foundation based on the competence-based educational concept, practice-oriented courses, and student-centered teaching concept. Competence-based education is the target of higher vocational Business English reform. A practice-oriented course is the way to reform higher vocational Business English and student-centered teaching style is the method to reform higher vocational Business English.Chapter four is concerned with the reconstruction of the project-based higher vocational Business English course, including teaching objectives, teaching content, faculty development, teaching methods, and teaching evaluation.These four chapters are logically organized and form a complete research framework.