本文關(guān)鍵詞：基于能力本位教育理論的多元商務(wù)英語(yǔ)能力探究　出處：《長(zhǎng)江大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 能力本位教育 商務(wù)英語(yǔ) 硬能力 軟能力 課程設(shè)置

【摘要】：能力本位教育(簡(jiǎn)稱CBE)是職業(yè)教育與培訓(xùn)的一種方法,它明確規(guī)定了知識(shí)、能力和態(tài)度,其目的是定義、掌握和實(shí)現(xiàn)國(guó)家資格框架體系內(nèi)的能力標(biāo)準(zhǔn)。能力本位教育中的能力關(guān)注的是人們?cè)诰唧w的工作中能夠做什么,它包括在特定的環(huán)境中的工作能力以及把知識(shí)和技能遷移到新的任務(wù)和環(huán)境中的能力。設(shè)計(jì)能力本位教育的首要步驟是明確規(guī)定學(xué)生需要掌握的能力。除了語(yǔ)言和交流的目的外,商務(wù)英語(yǔ)還具有商務(wù)的目的和功能。《商務(wù)英語(yǔ)專業(yè)本科教學(xué)要求》指出,商務(wù)英語(yǔ)教學(xué)目標(biāo)是培養(yǎng)復(fù)合應(yīng)用型商務(wù)英語(yǔ)人才,他們能熟練應(yīng)用英語(yǔ)從事國(guó)際商務(wù)活動(dòng)。此外,外貿(mào)市場(chǎng)需要具備多種能力的商務(wù)英語(yǔ)人才。為了培養(yǎng)滿足商務(wù)英語(yǔ)教學(xué)要求和市場(chǎng)需要的人才,商務(wù)英語(yǔ)教學(xué)的首要任務(wù)是探究從事外貿(mào)行業(yè)的商務(wù)英語(yǔ)學(xué)生需要具備的能力。文章以能力本位教育理論中的澳大利亞雇傭能力框架,捷克共和國(guó)的遷移能力框架以及《商務(wù)英語(yǔ)專業(yè)本科教學(xué)要求》為依據(jù),假設(shè)從事外貿(mào)行業(yè)的商務(wù)英語(yǔ)學(xué)生需要多元商務(wù)英語(yǔ)能力：商務(wù)硬能力和商務(wù)軟能力。商務(wù)硬能力是人們從事外貿(mào)活動(dòng)所需要的具體能力,可以通過(guò)教育和工作經(jīng)驗(yàn)來(lái)獲取它,包括6項(xiàng)語(yǔ)言能力和7項(xiàng)國(guó)際貿(mào)易流程操作能力。商務(wù)軟能力,是人們從事外貿(mào)活動(dòng)必不可少的個(gè)人品質(zhì),能使個(gè)人在工作場(chǎng)所中提高表現(xiàn)或者業(yè)績(jī),包括13項(xiàng)子能力。文章采用定量與定性的分析法、數(shù)據(jù)來(lái)自問卷調(diào)查和訪談。本文分別從用人單位和學(xué)生的視角探究他們對(duì)商務(wù)英語(yǔ)能力的重要性及其掌握的認(rèn)識(shí)情況,即哪些能力比較重要,哪些能力不太重要：學(xué)生哪些能力掌握的較好,哪些能力掌握的較差。來(lái)自50家中小型外貿(mào)公司和工貿(mào)一體化公司的100位主體參與了調(diào)查研究。本文將100份能力要求調(diào)查問卷和100份能力掌握問卷分別發(fā)送給了50名學(xué)生和50名銷售經(jīng)理：文章總共收回63套有效問卷：32套有效問卷來(lái)自學(xué)生,31套有效問卷來(lái)自經(jīng)理。首先,本文從學(xué)生和經(jīng)理的視角,總結(jié)了雙方認(rèn)為比較重要和不太重要的商務(wù)英語(yǔ)能力；接著,文章總結(jié)了學(xué)生所缺乏的商務(wù)英語(yǔ)能力。其次,為了獲取更有說(shuō)服力的結(jié)果,文章對(duì)來(lái)自國(guó)企和中外合資企業(yè)的2名經(jīng)理和3名學(xué)生進(jìn)行了訪談,目的是為了弄清學(xué)校教育忽視了哪些能力的培養(yǎng),學(xué)生還要具備什么能力以及對(duì)于商務(wù)英語(yǔ)教學(xué)的啟示。問卷調(diào)查和訪談結(jié)果表明,商務(wù)英語(yǔ)學(xué)生和經(jīng)理都認(rèn)為商務(wù)硬能力和軟能力在商務(wù)活動(dòng)中扮演重要角色,這證明上述假設(shè)是正確的,即商務(wù)英語(yǔ)學(xué)生從事外貿(mào)行業(yè)需多元商務(wù)英語(yǔ)能力。經(jīng)理認(rèn)為國(guó)際商務(wù)意識(shí)、寫作與領(lǐng)導(dǎo)能力比較重要,學(xué)生認(rèn)為口語(yǔ)、自我管理、人際洞察和顧客導(dǎo)向比較重要；雙方認(rèn)為英語(yǔ)聽力、市場(chǎng)調(diào)研,產(chǎn)品需求與數(shù)據(jù)分析能力、終身學(xué)習(xí)、團(tuán)隊(duì)合作和其它3項(xiàng)能力比較重要；訪談?wù)哒J(rèn)為立法和監(jiān)管意識(shí)比較重要,國(guó)際物流與報(bào)關(guān)能力不太重要,這與問卷調(diào)查的結(jié)果相反。此外,學(xué)生還必須掌握信息通用技術(shù)能力。就學(xué)生的商務(wù)英語(yǔ)能力的掌握情況而言,學(xué)生和經(jīng)理一致認(rèn)為商務(wù)英語(yǔ)學(xué)生對(duì)于以下能力掌握較差：英語(yǔ)聽力、口語(yǔ)、寫作能力、文件處理與海關(guān)申報(bào)、國(guó)際物流與貨運(yùn)能力、立法與監(jiān)管意識(shí)、執(zhí)行力、靈活性與創(chuàng)造性。此外,經(jīng)理認(rèn)為學(xué)生缺乏市場(chǎng)調(diào)研與產(chǎn)品分析能力、自控和抗壓等5項(xiàng)能力。而學(xué)生并未充分意識(shí)到他們?nèi)狈@些能力。結(jié)合問卷調(diào)查和訪談的結(jié)果,基于能力本位教育理論,文章總結(jié)了此次調(diào)查研究對(duì)于商務(wù)英語(yǔ)課程設(shè)置的啟示：在傳統(tǒng)商務(wù)英語(yǔ)課程體系中加入商務(wù)英語(yǔ)能力實(shí)踐教學(xué)體系。商務(wù)英語(yǔ)能力實(shí)踐教學(xué)體系包括課內(nèi)實(shí)踐教學(xué)體系和課外實(shí)踐教學(xué)體系,前者明確規(guī)定了學(xué)生和經(jīng)理認(rèn)為都比較重要的商務(wù)硬能力和軟能力的培養(yǎng)；后者包含一系列的課外實(shí)踐活動(dòng),旨在培養(yǎng)商務(wù)硬能力和軟能力。
[Abstract]:Competency based education (CBE) is a method of occupation education and training, it makes clear the knowledge, ability and attitude, its purpose is to define, grasp and implement national qualification framework within the ability standard. Attention of competency based education in is what people can do in the body work. It is included in the specific environment in the work ability and the knowledge and skills the ability to migrate to new tasks and environment. The first step design of the competency based education is clear that students need to master the skills. In addition to language and communication purposes, business English has the business requirements of the purpose and function of business. "English Major undergraduate teaching pointed out that the goal of business English teaching is to cultivate the talents of business English composite applications, they can be proficient in English in international business activities. In addition, the needs of the market with a variety of foreign trade The ability of business English talents. In order to meet the requirements of cultivating business English teaching and the market needs of talents, the primary task of business English teaching is the ability to explore industry engaged in foreign trade business English students should have. Based on the ability standard Australia hire competency framework in educational theory, Czech Republic migration framework and business English majors. Teaching requirements "as the basis, if engaged in foreign trade business English students need multiple business English: business hard skills and business ability. Business ability is soft hard concrete ability of people engaged in foreign trade activities need, through education and work experience to obtain it, including 6 language and 7 International trade process soft skills. Business ability, people are engaged in foreign trade activities necessary personal quality, can make the person in the workplace. High performance or performance, including 13 sub abilities. By the analysis of quantitative and qualitative data from questionnaires and interviews. This paper from employers and students from the perspective of their importance for business English ability and knowledge mastery, which can force the more important, what is not important. Grasp the students' ability is good, what competence is poor. 100 subjects from 50 companies in small and medium sized foreign trade companies and trade integration in the research. The 100 capacity requirements of questionnaires and 100 questionnaires were sent to a master for 50 students and 50 sales managers: the total recovery 63 sets of questionnaires: 32 valid questionnaires from students, 31 valid questionnaires from the manager. First of all, this article from the perspective of students and managers, summed up both sides that are important and not too heavy To business English ability; secondly, the article summarizes the students lack of business English ability. Secondly, in order to obtain more convincing results, the article conducted interviews from state-owned enterprises and joint ventures 2 managers and 3 students, the purpose is to find out what the school education ignored the cultivation of the ability of students, but also what have the ability and for business English teaching. The questionnaire survey and the interview results show that business English students and business managers believe that the hard and soft ability the ability to play an important role in business activities, which proves that the hypothesis is correct, that is engaged in foreign trade business English students need multiple business English ability. The manager believes that international business sense, writing and leadership ability is more important, students think oral English, self management, interpersonal insight and customer orientation is important; both sides believe that English listening, Market research, product demand and data analysis ability, lifelong learning, teamwork and other 3 abilities are more important; interview that important legislative and regulatory awareness, international logistics and customs clearance capacity is not too important, and the survey results on the contrary. In addition, students must also master the general technical ability of students' information. Business English ability to grasp the situation, students and managers agree that business English students for the following: poor ability to grasp English listening, spoken, writing, document processing and customs declaration, international logistics and transportation capacity, legislation and supervision consciousness, executive ability, flexibility and creativity. In addition, the manager believes that students lack of analysis ability of market research with the product, self-control and compressive 5 ability. While the students are not fully aware of their lack of ability. The combination of questionnaire and interview results, based on Competency based education theory, this paper summarizes the research on business English curriculum enlightenment: into the teaching system of business English practical ability in the traditional business English curriculum system. Business English practical teaching system including curricular practice teaching system and teaching system of practice, the former clearly provides students and managers that are more training an important business ability and hard soft skills; the latter includes a series of extra-curricular activities, aims to develop the business hard and soft ability ability.

【學(xué)位授予單位】：長(zhǎng)江大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H319.3;F7-4

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 肖珠;;能力本位教育在高職英語(yǔ)教學(xué)中的實(shí)驗(yàn)研究[J];校園英語(yǔ);2012年11期

2 于東;;淺談能力本位教育在高職高專英語(yǔ)教育中的應(yīng)用[J];時(shí)代教育;2013年16期

3 伍振鵬;;能力本位教育在英語(yǔ)教學(xué)中的應(yīng)用探析[J];湖南農(nóng)機(jī);2008年07期

4 牛實(shí)華;;融入行業(yè)職業(yè)要素,優(yōu)化英語(yǔ)能力本位教育[J];中國(guó)校外教育;2010年04期

5 夏召青;;淺析技工學(xué)校語(yǔ)文教學(xué)中的能力本位教育[J];職業(yè)教育(中旬刊);2013年12期

6 張偉;;能力本位教育在高職高專英語(yǔ)教育中的應(yīng)用[J];武漢船舶職業(yè)技術(shù)學(xué)院學(xué)報(bào);2007年06期

7 崔春萍;;基于能力本位教育理念的高職公共英語(yǔ)教學(xué)改革探索[J];廣州番禺職業(yè)技術(shù)學(xué)院學(xué)報(bào);2011年04期

8 李思明;;高職院校英語(yǔ)教學(xué)中的能力本位教育[J];才智;2013年21期

9 呂雪妮;;淺議基于能力本位教育的高職英語(yǔ)教學(xué)[J];青春歲月;2011年16期

10 羅海琳;劉洪清;;高職英語(yǔ)教學(xué)中能力本位教育的探析[J];科學(xué)咨詢(決策管理);2007年12期

相關(guān)會(huì)議論文 前4條

1 林梅;;構(gòu)建護(hù)理能力本位教育模式的實(shí)踐探索[A];2012年浙江省醫(yī)學(xué)教育學(xué)學(xué)術(shù)年會(huì)論文集[C];2012年

2 鄭曉婷;;“能力本位教育”理論在法律基礎(chǔ)課中應(yīng)用的思考[A];中國(guó)職協(xié)2013年度優(yōu)秀科研成果獲獎(jiǎng)?wù)撐募ㄏ聝?cè)）[C];2013年

3 周立;;基于能力本位教育模式的3S技術(shù)復(fù)合型應(yīng)用人才培養(yǎng)[A];首屆地理信息系統(tǒng)專業(yè)教育研討會(huì)論文集[C];2003年

4 周立;劉付程;費(fèi)鮮蕓;張德利;劉軍生;竇長(zhǎng)娥;;GIS創(chuàng)新應(yīng)用能力本位教育模式的探索與開發(fā)[A];2009`中國(guó)地理信息產(chǎn)業(yè)論壇暨第二屆教育論壇就業(yè)洽談會(huì)論文集[C];2009年

相關(guān)重要報(bào)紙文章 前1條

1 趙笛;信息化·終身教育·能力本位[N];青島日?qǐng)?bào);2007年

相關(guān)碩士學(xué)位論文 前6條

1 周甜;能力本位視閾下的高職英語(yǔ)分層次教學(xué)模式應(yīng)用研究[D];湖南農(nóng)業(yè)大學(xué);2014年

2 金曉普;基于能力本位教育理論的多元商務(wù)英語(yǔ)能力探究[D];長(zhǎng)江大學(xué);2016年

3 肖珠;能力本位教育在高職英語(yǔ)教學(xué)中的應(yīng)用[D];贛南師范學(xué)院;2012年

4 古隆梅;探析能力本位教育在高職英語(yǔ)教學(xué)改革中的應(yīng)用[D];西南大學(xué);2008年

5 周愛東;能力本位教育在現(xiàn)代高等烹飪教育中的實(shí)現(xiàn)[D];揚(yáng)州大學(xué);2007年

6 單婷婷;基于能力本位教育理念下的高職英語(yǔ)課程模式的研究[D];吉林農(nóng)業(yè)大學(xué);2014年

，

本文編號(hào)：1360007