国际金融市场的发展趋势

1、二、高职商务英语教材使用现状调查社会经济不断发展，人才能力需求发生了新的变化，而人才培养模式依旧。课程设置仅仅简单地沿用本科的培养计划和课程体系，在教学内容上也没有体现，忽视了对学生职业能力的培养，致使商务英语教学目标定位不明确，实际教学中存在大量问题。单从教材方面看：1目前普遍开设商务英语专业的高职学院安排的英语课多于商务课，技能训练成为学期教学活动中的“点缀”。课程设置和教学计划随意性太强。2可选的高职商务英语教材少。纯英语教材多，商务知识教材有，但能将两类知识学习和技能训练结合起来的教材并不多。教材内容陈旧。教师只好选用本科教材或考证教材。具备运用英语技能解决商务方面问题的能力的学生人数

2、在整体人数的比例不高。3课堂教学内容和课外实训实习内容脱节。课程结构体系偏重理论性，更缺少相应配套的实训类教材，不能反映一线岗位对应的知识和技能的要求。高职商务英语教学模式仍以教师讲授为主。4教材不能全面地构建学生的职业能力。现行教材内容只能单纯性地培养学生专业能力，毕业生在实际1=作中表现出本行业职业道德素质和水准缺失，与企业期望值有一定差距。四、基于工作任务过程的商务英语校本教材的开发1开发团队基于工作任务过程的商务英语校本教材的编写团队应由学院、行业专家、教师、毕业生和用人单位共同组成。结合“企业型专业”的专业建设模式，从市场调查结果入手，由用人单位提供典型岗位人员能力和工作任务需求，同

3、时，听取教师、毕qk生在一线教学中的意见和建议，组织编写人才培养方案和课程标准，邀请行业专家对课程体系和教材设置、内容进行评审。只有源于企业的工作任务项目，才能最大限度地发挥项目的作用。2任务确立商务英语校本教材的开发以岗位工作群的工作任务过程为线索组织内容，以顺利、成功完成工作任务为学习目标，确定建立模块式教学。其核心是工作任务的确定。我们在调研的基础上，选取了市场需求较好，与专业较为对口的四个工作岗位国际商务单证员、国际商务跟单员、外贸业务助理和国际贸易业务员，对这四个工作岗位的日常工作任务进行了分析，确定了典型工作任务，从工作任务入手，分析出对应的专业能力，将专业能力重构，推导出国际商务

4、阅读、国际商务函电处理、国际商务翻译等6门核心主干课程。在商务英语专业主干课程教材内容编写中参照工作过程，以工作任务为导向，融入职业资格能力，将英语的听说读写译的能力重新整合，构建了全新的职业特色明显的校本教材系列。3职qk能力体现根据教育部颁发的关于全面提高高等职业教育教学质量的若干意见，高职教育要建立突出职业能力培养的课程标准，规范课稃教学的基本要求，以人为本，重视人的职业能力培养。这种职业能力主要由四个要素构成，一是完成职业任务所必需的基本技能或动手能力；二是完成职业任务应具备的基本素质；三是职业岗位变动的应变能力和就业弹性；四是在技术应用中的创新精神和开拓能力。教材不仅是沟通教与学的桥

5、梁，更是体现教育特色的载体。要能为社会提供具备良好的职业素质、较强的职业能力、会动手的高素质劳动者和技术应用型人才，就必须把职业能力素质的培养融入到教材编纂中去。1.五年制高职护理英语校本项目课程开发构想期刊论文-教育教学论坛 2014(29)（五）调查结果对于复合型外语人才的培养策略也有一定的参考价值。我校在培养复合型英语人才方面做了一些努力，如实施“ 英语+其他专业”双专业培养项目，68%的企业认为英语+国际商务类的英语复合型人才更能适应当前国际形势和社会需求，24%的企业认为英语+企业管理类或市场营销类的复合人才在就业时比较具有优势和竞争力。从根本上来讲，外语是一种技能、一种载体，只有当

6、外语与某一被载体相结合时，才能形成专业。带有专业特色的复合型英语人才培养将对我国目前外语专业的六种培养模式中的第一和第二种培养模式（外语专业知识；外语专业方向）开展进一步的研究。具体来讲，要进一步明确商务英语专业的培养目标和人才培养模式，将商务英语定位在专门用途英语的范畴，将英语语言学习的基本理论和方法应用于教学和研究上。着眼于学生商务交际能力的培养，从单纯传授语言知识转变为把语言和商务有机结合起来，突出语言运用能力的培养。整合经贸教研室和英语教研室的师资力量，集体修订商务英语专业教学大纲和教学计划。将商务背景知识、语言知识和语言技能三个要素有机结合起来。商务背景知识侧重于文化, 其内容决定着

7、该情境中需要运用的语言以及交际技能, 教师加以介绍, 引导学生思考。语言技能是从事商务交际活动所必需,表现在接听电话、洽谈、演示以及书写信函、报告、备忘录等实务中。引用本文格式：尹海飞高校商务英语毕业生就业需求调查分析-以陕西国际商贸学院为例期刊论文-今日湖北（下旬刊） 2013(7)专业知识和能力是指从事金融业所要具备的知识和能力。知识方面包括：金融学科的核心层，即金融从业人员需要掌握的必备知识，如货币银行学、中央银行学、金融市场学、国际金融和国际投资学、金融风险管理学、保险学、金融会计学、金融法学等；金融学科的基础层，即金融从业人员应该具备的相关知识，如宏观经济学、微观经济学、制度经济学、

8、国际经济学、管理经济学、计量经济学等；金融学科的公共层，即金融从业人员需要掌握的常用工具，如统计学、法学、写作等。能力方面可分为学科、理论能力和实务、实践能力。在金融需求或反馈中提及。）内容陈旧，没有反映金融业发展的最新成果20 世纪80 年代，姚念慈教授主编的金融英语一书，广受金融英语学习者的青睐，该书的内容框架有许多优点可供我们学习借鉴。然而，随着时间的推移，不少内容已显过时。一些早年时代的教科书，例如姚念慈教授主编的金融英语，虽然编写的很好，但随着随着时间的推移，不少内容已显过时，并且不能反映的金融业的发展的最新成果，导致教学内容与社会实际咨询脱节。, Although some tex

9、tbooks are written very well in earlier times, but, a lot of content has been significantly out of date with the passage of time, such as the textbook of Financial English edited by Professor Yao Nianci. And many textbooks could not reflect the latest achievements of the financial development which

10、lead to the disconnection between teaching content and social actual consulting.现行的大多数金融英语教材多是从国内外其他书刊上取材，但由于受到资料来源的限制，内容涉及的多是十几年前乃至几十年前的金融业务，所体现的仍是“小金融”的理念，令学习者不免有“隔世之感”。The sources of most of the current financial English teaching materials are drawn from other books and periodicals in china and a

11、broad. But due to the restrictions of the sources, the content is involved in financial services more than a decade ago, and even decades ago which still reflect the "small financial" concept. It seem as if a whole generation had passed by the learners随着21 世纪初的社会大变革，科学技术发展突飞猛进，经济、金融的转型和创新此

12、起彼伏，新术语、新概念、新理论、新业务层出不穷，金融市场测新发展和金融业的最新成果应该及时反映到教科书中去，以更好的培养学生的理论知识与社会能力。遗憾的是，大盘目前为止，英语专业中金融类课程方面的绝大多数教材例如国际金融，金融英语，金融会计学等却没有做到这一点。With the great changes of the society in the early twenty-first Century, the development of science and technology has developed rapidly and economic and financial trans

13、formation and innovation happen one after another. The new terminology, new concept, new theory, new business emerges endlessly. The latest development in financial market and the latest achievements of the financial sector should reflect to the textbook in time in order to cultivate students' t

14、heoretical knowledge and social competence better. Unfortunately, the vast majority of English Majors in financial courses such as international finance, financial English, financial accounting and so on did not do this so far in the market.尽管现行的教材种类繁多，但教材编著仍是高职商务英语教学中最薄弱的环节之一，存在着一些不可回避的问题。主要体现在定位不准

15、确、内容陈旧、配套不全、内容局限性大、未充分考虑语言和商务内容有机组合、难度控制不当等方面。3此外，商务英语专业的教材主要以纸质教材为主，缺少立体教材，与现代商务运作实际脱节，缺乏高层次的教学理论为先导，缺乏高质量的实训教材启发学生实践。 李丽红6教材不适用从金融英语的培养目标可以看出，金融英语不是一门课程，而是几门课程的组合，至少包括金融英语阅读、金融函电和金融听说三门课程。调查结果显示，不少院校的金融英语课程主要是金融英语阅读，忽视了金融函电和听说的专业训练，也有些学校培养目标比较实用，仅仅是金融口语，很少有学校综合这三门课的课程设置。引用本文格式：顿雁峰.Dun Yanfeng 基于课程

16、设置的金融英语教学探究期刊论文-吉林省教育学院学报(学科版)2010(8)（二）教材体系性不强其一，总体来看，没有兼顾学科知识的逻辑顺序和学习者学习的心理顺序；没有兼顾同一学科各层次教材之间的衔接和同一层次各相关教材之间的联系，重点不突出，难点太集中，教材门类不齐全。截至目前，金融英语最常见的教材是以“金融英语”为书名的文字教材，多是作为教科书，不分精读、泛读，更很少有讲义和教学参考书（含工具书）。其二，教材的知识结构零星、散乱。大多数教材受到取材的限制，往往“信手拈来”，“凑一篇是一篇”，涵盖的知识面狭窄不说，相同、相近的内容还分散编排，而不是按照金融理论与实务的有机顺序合理组织。其三，教材

17、的组成部分不规范。审视已出版的金融英语教材，课文、会话、听力训练、生词和短语、注释、背景知识、练习、词汇表这几项正规英语教材所应当具备的要素很少一齐出现或大多数要素一齐出现。进而言之，对生词和短语很少作详细注解；注释避重就轻，弃难趋易，例句不足；练习设计类型单一、呆板等。（四）金融理论与实务的结合不够紧密Feng(2005)noted that考察现行的商务英语系选用的金融教材，大多数都偏重于理论知识，普遍存在着“金融基础理论与金融应用科学相分离，缺乏有机联系与优化整合，不能较为全面地反映不同理论和知识层次”的缺陷。不少教学内容多是泛泛地介绍金融术语和金融发展事件，而很少触及基本理论和具体业务

18、操作规程与技术甚至有一些教材干脆撇开基本的金融理论和实际业务操作，只是一些探讨性的国外经济、金融现象方面的评论。Most of the financial textbooks that are used in the current business English department are emphasis on the theoretical knowledge, and there is a general existence of the separation between the financial basic theory and the financial applicat

19、ion science.Organic contact and optimization of integration can not be more fully reflected in the same way on defects and knowledge level. A lot of teaching contents are the presentation ofFinancial terms and financial developments, and very few of them refer to the basic theory and the specific op

20、erational procedures and technical even some textbooks simply put aside the basic financial theory and practical business operations but provide some of the discussion of foreign economic, financial aspects of the phenomenon instead.其一，总体来看，没有兼顾本专业各类学科知识的逻辑顺序；没有兼顾同一学科各层次教材之间的衔接和相关教材之间的联系，重点不突出，难点太集中

21、，教材门类不齐全。截至目前，最常见的教学材料还是教材教科书，缺乏讲义教案和教学参考书这类能拓展知识面的资料。其二，教学内容的结构零星、散乱，所教授的知识大多受到教材及其取材的限制，涵盖面往往狭窄分散，不能按照金融类课程的有机顺序合理组织。First, the teaching contents not attend to consider logical sequence between various professional knowledge in general. There is no consideration of the connection between the teach

22、ing materials of the same subject and the related teaching materials. The focus is not outstanding while the difficulty is too concentrated. Till now, the most common teaching materials are textbooks, lack of teaching plan and reference books which can expand the scope of knowledge. Second, the stru

23、cture of the teaching content is sporadic and scattered. The professional knowledge mostly restricted by the teaching materials and their relevant sources which lead to its narrow dispersed coverage without organize reasonably in accordance with the financial courses organic and rational order .3.2.

24、1The Skin-deep of the ContentsMany colleges and universities still stay in the preliminary stage. They always think that they are financial courses if it refers to some financial knowledge in the teaching process. Many schools open the financial courses but dont provide deep contents. Business Engli

25、sh students always study some financial courses like the introduction of finance, the introduction of economy or the outline of investment while financial majors study the comprehensive financial courses deeply. One the one hand, some schools just treat these financial courses as the translating cou

26、rses of the words and paragraphs owing to the weak faculty with teachers who are proficient in English and financial areas at the same time. Teachers and students always do some translations during the class. On the other hand, insufficient class hours made the students and teachers cant finish all

27、the important contents deeply in restrictive time. 大多数高校在开设商务英语专业金融类课程时受到开设时间和专业课程教学的限制，偏重理论知识和基础知识的教学，以书本知识为线，缺乏更加重要不可缺少的实训活动和实践环节。Wang Libing noted that: “65%的受访高校实践实训基地，无法对商务英语毕业生的职业能力进行实际培养和提高；只有35%的受访高校具有实训环节，但也都是集中在校内的多媒体教师进行。实训内容多一书本和多媒体资料为你准，实际操作和情景教学仍然很少；其次，实训环节并没有与市场接轨，更没有与相关的金融机构和金融企业进行有效

28、有益的沟通和合作，错失了为学生提供第一线的实践机会。Owing to the teaching constraints in setting up business English Majors of financial courses, most colleges and universities emphasize on theoretical knowledge and knowledge from books which overtaking indispensable training activities and practice opportunities.Wang Libing

29、 (2015) noted that: "65% of the respondents in colleges and universities lack of practice training base which cant cultivate and improve the actual occupation ability of graduates for business English majors; only 35% of the respondents have university training infrastructures, but they are als

30、o concentrated in the multimedia classroom inside the school.” The training contents are mostly subject to books and multimedia data with rare practical and situational teaching ; Meanwhile, practice is not in line with the market and even not communication and cooperation with relevant financial in

31、stitutions and financial enterprises so as to miss the opportunity to provide students with the first line of practice.由于金融知识的复杂性和能力应用的灵活性，金融类课程要求的教师的知识能力结构不能满足教学的需要。Due to the complexity of financial knowledge and the flexibility of the application, the structure of the knowledge competence of the

32、teachers in financial courses can not meet the demand of teaching.没有经过系统的金融专业知识培训，没有企业经验和行业背景知识。Without being trained with systematic financial professional knowledge and have no practical knowledge about business experience and financial industry background. Without systematic financial professiona

33、l knowledge training, there is no e.目前的英语专业金融类教师主要是公共英语教师和英文水平相对较高的金融学专业教师。At present, financial teachers in English major are mainly public English teachers and professional financial teachers with a relatively high level of English.金融专业课的基础知识扎实，金融实践内容丰富，讲解金融知识内容的程度深入，但是英语语言能力却不是很理想，不能满足商务英语专业学生的课堂

34、要求。They have solid basic knowledge of financial professional courses with rich financial practice experiences.They can explain of the content of financial knowledge on a deep extent but their ability of English language is not very satisfactory to meet the requirements of business English majors.商务英

35、语金融类课程的教学模式单一，一直沿袭以“教师为主，学生为辅”的传统教学模式。在此课堂模式中，主角是老师，老师通常采用“一言堂”的教学方法向学生灌输知识，而学生只是机械化而被动的完成听课，记笔记的任务。他们过于依赖书本知识以及教师的讲解，容易丢失自己的独立思考并失去自我的分析能力。这种教学模式，有明显的工业化色彩，强调教学的统一性与学生学习进度的统一性。在教学中常常以教学大纲为标准，假设学生的基础知识和个性特点相似，然而经过这种教学的结果是磨灭了学生的个性差异和能力高低。同时，学生的课堂实践训练趋于形式化，以小组合作，讨论和演讲的形式呈现。这种教学模式难以满足现在学生的能力培养要求，无法达成金融

36、市场对商务英语学生的客观需要。 The teaching mode of financial courses is single in business English. It has followed the traditional teaching mode which is based by the teachers in the classroom. In this teaching mode, teachers usually adopt the teaching method of "mouthpiece" to implant in students rele

37、vant knowledge while the students are mechanical and passive to complete the tasks of listening to the teachers and taking notes. They rely too much on the knowledge of textbooks and the teacher's explanations which may makes them lose their own independent thinking and analysis ability easily.

38、This kind of teaching mode, with obvious industrial color, emphasize on the unity of teaching and learning progress. It is often subjected to the teaching standard which assume that all the students have hypothesis similar basic knowledge and personality characteristics and finally it obliterate ind

39、ividual differences of students. At the same time, students practical training tend to be formal, like in groups cooperation, discussion or presentation. Certainly, this kind of teaching mode is difficult to meet the requirements of the students' ability, and can not achieve the objective needs

40、of financial markets for business English students.首先，高校应该组织校内教师进行培训，加强他们在金融知识与实践的培训力度。学校应该有计划的实施定岗实践项目，为教师提供到一线的金融市场去实践的机会。李扬在2011年说过教师可以寻找机会多参与各类金融活动，从实践中积累经验，丰富和提高自己的专业水平，有亲身实践经验的教师在授课时也会更有说服力和针对性。另外，学校可以聘请一些金融企业专业人士任兼职老师，充分补充校内的师资队伍。发挥这类人才的专业能力，举办一些讲座或者开展实践课程，进行理论知识与课堂实践的课程教学，丰富本校教师的金融知识储备，增强学生的

41、金融实践能力。First of all, universities should organize the training for school teachers, improve their financial knowledge and practical training. The school should 首先，高校应该组织校内教师进行培训，加强他们在金融知识与实践的培训力度。学校应该有计划的实施定岗实践项目，为教师提供到一线的金融市场去实践的机会。李扬在2011年说过教师可以寻找机会多参与各类金融活动，从实践中积累经验，丰富和提高自己的专业水平，有亲身实践经验的教师在授课时也会更

42、有说服力和针对性。另外，学校可以聘请一些金融企业专业人士任兼职老师，充分补充校内的师资队伍。发挥这类人才的专业能力，举办一些讲座或者开展实践课程，进行理论知识与课堂实践的课程教学，丰富本校教师的金融知识储备，增强学生的金融实践能力。First of all, colleges and universities should organize training activities for teachers inside the school by improving their training degree of financial knowledge and practice. Colle

43、ges and universities should have a plan for implementation of Post practical projects to provide teachers with opportunities to practice in the first line of financial market. Li Yang( 2011) said that: “Teacher can find more opportunities to participate in various financial activities to accumulate

44、experience from practice and to enrich and improve their professional capacities. Teachers with hands-on experience will be more persuasive and targeted in teaching.” In addition, colleges and universities can hire some financial business professionals as a part-time teacher to complement the teache

45、rs team. Exerting talented person's professional ability by conducting lectures and practical courses to teaching theoretical knowledge and practical contents which helps to enrich school teachers with the reserve of financial knowledge and to enhance students' financial practical ability.编写

46、时结合学生的个性化需求和金融市场对商务英语系人才的需求，以综合考虑教材索要包含的课程内容并突出重点，增加实践课程以培养学生的综合能力。另外，高校海英积极开发 “立体化”的教材。随着信息化在教育领域的推进，出现微课、慕课等资源共享平台。高校要充分利用这些网络资源，运用多种新型的教学工具丰富教材形式。The selection of financial teaching materials should focus on practical base, combining with the base of the students and the new situation of employme

47、nt. The selection must meet the students acceptance and benefit to fostering occupation ability. As to the teaching team with rich experience in teaching financial courses, colleges and universities can consider to write teaching materials by the cooperation of English teachers and financial profess

48、ional teachers. When editing teaching materials, they should comprehensive consider the materials to be included in the curriculum content and stand out the key points combining with the individual needs of students and the financial market demand of talents of business English majors of the textboo

49、k to develop students' comprehensive ability. In addition, colleges and universities should actively develop "three-dimensional" teaching materials. With the advance of the informational technology in the field of education, it appeared many resource sharing platforms such as Micro cla

50、ss and Mu class. Colleges and universities should make full use of these network resources by using a variety of new teaching tools to enrich teaching materials.高校要充分利用这些网络资源，运用多种新型的教学工具丰富教材形式。高校的教学要市场化，创建 “以学生为主体，脚趾为主导”的新型教学模式，这要求教师要扩大知识面，花更多的精力去备课和设计课堂教学艺术。英国教学法专家Harmmer说: “教师要成为教学活动的决策者、指导者、组织者和管

51、理者，成为传授知识、启迪思考和释疑解惑者，成为学生实践活动的鼓励者和合作者。”高校应积极优化教学模式，有机结合互动式教学方法，融于情景教学中。通过师生的双向交流，充分调动双方的能动性，从而活跃课堂气氛，改变学生被动听讲的状态，发挥其主观能动性，The teaching should marketization to create a new teaching mode of "student-centered, teachers led" which requires teachers to expand their scope of knowledge and to pa

52、y more attention to plan and design teaching. English teaching expert- Harmmer said: "Teachers should be decision makers, guides, organizers and managers to impart knowledge and enlighten thinking and explan doubts which can become the students' encouragers and cooperators of practical acti

53、vities.” Colleges and universities should actively optimize the teaching mode combining interactive teaching methods with situational teaching. Through the two-way communication between teachers and students, it can fully mobilize the initiative of both sides to activate the classroom atmosphere to

54、change the” being told” state of the students and exert subjective initiative.Bibliography总之，金融市场对商务英语人才的要求越来越高，商务英语系的学生应当充分利用学校不断改善的课程要求和教学模式，积极发挥主观性，加强金融专业知识学习。本文针对高校 课程设置在规则、内容、实践、课程模式等方面存在的主要问题，有针对性的提出具体可行的改善措施，切实提高学生的金融理论知识与实践操作能力。In conclusion, with the increasingly demand of business English talents in financial market, business English majors should make full use of the continuo