Research And Practice On The Project-Based Teaching Of Business English In Higher Vocational Education

The traditional teaching has been inefficient and less fruitful for a long time.Higher vocational education is developing rapidly with the deepening of the teaching reform under new situation.At the same time,the traditional teaching mode is continuing to show its disadvantage.Most of teachers still use the traditional teaching methods,which teachers are in the main position in class while students passively accept information.An prominent problem is the contradiction between the increasingly social need for highly skilled personnel and vocational personnel training quality.Therefore,it must update the teaching ways and means,and take the real enterprise project-oriented teaching reform based on the working process,so as to make the cultivated talents.Project–based teaching methods focus on the characteristics of learner,and based on the actual needs of society and enterprises,which creates a real working environment.By completing specific project and tasks,the students obtain the knowledge and skills under the guidance of professionals or teachers.In view of this,with the support of constructionism and humanism and on the basis of the literature research,case study and questionnaire survey and other related methods,the article focuses on Project-Based Learning(PBL)of business English on the Higher Vocational College(HVC).After comparing and analyzing the experimental results of business English class 1502 and 1503,the author came to a conclusion that better quality of teaching and outcome of learning can be expected when the PBL is introduced into the HVC.In order to find the deficiencies in business English teaching and summarize the main problems in the colleges and related enterprises.In the process of problems solving,we should deepen the purpose and significance of the research.According to the scientific and overall design principles,the specific task of project English Teaching in Business English has been worked out.The tasks dock deeply business process.Sets examples of writing reports and notices in business English writing class and experiments on comparing teaching between business English class 1502 and 1503 to set our teaching objectives,provide teaching projects,carry out the PBL by stages,summarize and evaluate the activities,compare and analyze the data.By comparative analysis to collected data,the author found that there was a huge difference in HVC students' business English interest,autonomous and cooperative learning and their scores before and after experiment.The results indicate the PBL can greatly inspire students' interest in business English,promote their abilities of autonomous and cooperative learning.Finally,the author pointed out some limitations,implications and suggestions for further research.