国际商务导论课程教学.ppt

“国际商务导论”课程教学,上海对外经贸大学 王艳艳 2013年8月,商务英语课程设计循环模式,情景因素,课程设计者信念,泰勒的线型课程设计模式,Tylers model of curriculum design (Tyler, 1949),威勒的课程循环设计模式,(1) Aims, goals and objectives,(4) Organization and integration of learning experiences and content,(2) Selection of learning experiences,(3) Selection of content,(5) Evaluation,Wheelers cyclical model of curriculum design (Wheeler, 1967),格瑞乌斯的语言课程设计模式,Gravess language course/curriculum design (Graves, 2004),专门用途英语课程设计模式,assessment,course design,evaluation,needs analysis,The ESP curriculum design process (Dudley-Evans & St. John, 1998),商务英语课程设计循环模式,情景因素,课程设计者信念,商务英语专业学生需求分析,商务英语课程设计循环模式,情景因素,课程设计者信念,“国际商务导论”课程目标,Content-based Course,商务英语课程设计循环模式,情景因素,课程设计者信念,“国际商务导论”应涵盖的内容,1）International Business in Future Development 2）Economic Systems and Government Policies 3）Legal Systems 4）International Monetary System 5）Business Culture and Technological Environment,1）Business Culture and Globalization 2）Differences in Culture 3）Business Ethics and Social Responsibility,1）International Business Strategy 2）Organizational Culture 3）Cross-cultural Management 4）International Marketing,宏观商务环境,“国际商务导论”应关注国际环境,商务英语课程设计循环模式,情景因素,课程设计者信念,“国际商务导论”教学方法,商务课英语程设计循环模式,情景因素,课程设计者信念,“国际商务导论”学生评价方法,Multi-assessments,“国际商务导论”学生评价方法,“国际商务导论”学生评价方法,商务英语课程设计循环模式,情景因素,课程设计者信念,“国际商务导论”课程评价,教师运用多种教学方法授课，效果良好。,学生有学习兴趣，主动学习，基本掌握课程要点。,有保障正常教学的软硬件环境（网络，教室设施，图书馆等）。,商务英语课程设计循环模式,情景因素,课程设计者信