-翻转课堂在商务英语教学中的应用.docx

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1、本科生毕业论文（设计）翻转课堂在商务英语教学中的应用学生姓名：石励涵指导教师：李淑景学 部：外语学部专 业：英语班级（届）：2019届1班The Application of Flipped Classroom in Business English Teaching ByShi LihanProf. Li Shujing, tutorA ThesisSubmitted to the Department of Foreign Languagesin Partial Fulfillment of Requirements for the Degree of Bachelor of Arts a

2、tHuiHua College of Hebei Normal University May 10, 2019AbstractThe application based on flipped classroom has gradually turn into a tendency in Business English teaching. This papers target at elaborating whether it is really suitable for college students Business English teaching courses. With the

3、development of era and the renewal of educational concepts, the traditional simple English teaching model can no more suit the learning needs of students. In the current era, self-media has become the information carrier of the world, and the collection of big data can provide students with the info

4、rmation they need. In Business English teaching, this method can be used to integrate resources. So that students can learn more rich and diverse English resources while mastering basic theory knowledge and have a broader learning space. Flipped classroom is to subvert the existence of the antiquate

5、d classroom pattern.This paper mainly includes five chapters. Chapter one introduces definitions of flipped classroom and Business English. Chapter two sets forth the modern situation and shortcomings of Business English teaching. Chapter three gives us an understanding of the application strategies

6、, also some advantages and disadvantages of flipped classroom. Chapter four combines the flipped classroom with Business English teaching. Analyzing the feasibility of flipped classroom from these perspectives: teaching strategy and design. This proves that flipped classroom can reasonably and pract

7、ically guide the practice of Business English teaching. Also discussing how it is specifically applied to daily teaching. In the last chapter, the author summarizes the paper about how we should advance with times. Practice is the sole criterion for testing truth. Summarize experiences through pract

8、ice to excite students savour and autonomy of learning. Teachers should preserve a lifelong learning manner regarding Business English teaching. Only by understanding the connotation of the flipped classroom and comprehending the content and present situation of Business English teaching, can we fin

9、d out how to apply the two more effectively to teaching.Key words: flipped classroom Business English teaching Business Englishlearning ability feasibility摘 要基于翻转课堂的应用在商务英语教学中逐渐成为一种趋势，本文旨在阐述它是否真正适合大学生商务英语专业课程。随着时代的过渡和教育观念的创新换代，单一且陈旧的英语教学模式早已不能符合学生的学习需求。在当下时代中，自媒体已成为风靡世界的信息载体，大数据的收集可以为学生提供他们所需要的信息。在商

10、务英语教学中恰好可以用这种方式进行资源整合，让学生在掌握基础理论知识的同时学习到更加丰富多样的英语资源，有更广阔的学习空间。翻转课堂就是颠覆传统课堂模式的存在。这篇论文主要包括五个章节，第一章主要介绍翻转课堂及商务英语专业定义，第二章阐述了商务英语教学现状以及不足，第三章让我们了解翻转课堂的应用策略及一些优势与劣势，第四章将翻转课堂与商务英语教学结合在一起。从教学策略与设计两方面出发，分析翻转课堂的可行性，以此证明翻转课堂可以合理切实地引导商务英语教学实践，并探讨其是如何具体应用到日常教学中的。最后一章对本篇文章进行总结升华，我们应与时俱进。实践是检验真理的唯一标准，通过实践总结经验，激发学生

11、学习兴趣，提高学习热情。老师对商务英语教学应保持终身学习的态度。只有了解了翻转课堂的内涵以及商务英语教学内容和现状，才能找出如何将两者更有效地应用于教学。关键词: 翻转课堂 商务英语教学 商务英语专业 学习能力 可行性IIContentsAbstract.I Abstract in Chinese.IIChapter One Introduction.11.1 The definition of flipped classroom.11.2 Introduction to Business English.2Chapter Two Business English.42.1 Current c

12、ondition of Business English teaching.42.2 Weak points of Business English teaching. .6Chapter Three Flipped Classroom.93.1 The application strategy and measures.93.2 Advantages and Disadvantages.11 3.2.1Advantages.12 3.2.2Disadvantages.14Chapter Four The Application of Flipped Classroom in Business

13、 English Teaching.174.1Feasibility analysis of applying flipped classrooms to Business English teaching.174.2 Activities design in Business English Class .18Chapter Five Conclusion.22Bibliography .24Acknowledgement. 25III河北师范大学汇华学院本科毕业论文（设计）Chapter One The Introduction1.1 The definition of flipped c

14、lassroomThe universal teacher-student relationship based on the teachers “teaching”. Flipped classroom mentions the teacher producing or selecting teaching videos that in view of the daily learning situation of the students. And students can complete the viewing and learning of relevant educational

15、videos in their spare time. The transformation to the classroom is student-centered. Teachers help students answer questions and collaborate through classroom interactions, which enhances the interaction between students and teachers and greatly improves efficiency. Teachers and students learn from

16、each other, communicate with each other and collaborate with each other. It follows that the proper use of this kind of teaching method not only increases the teacher-student interaction, but also reduces the difficulty of Business English teaching. And meanwhile, it is favourable to excite students

17、 savour and self-learning capability of Business English. It can also stimulate zeal and dynamic character, improve comprehensive learning technical abilities, and reduce difficulties of Business English teaching.Today is the era of big data. In the former time, information and networking have been

18、utilized more and more frequently in the teaching process of teachers. Through the process, the antiquated teaching pattern has been transformed, also the teaching form and content are more diversified. Business English is much fundamental and technical discipline in China. The teaching quality and

19、quantity of Business English is directly affects college students English communicative ability, besides it affects employment rate and level. Whether the relevant education departments or teachers should recognize the difficulties we faced in Business English teaching in China and combine with the

20、actual needs of Business English teaching practice. The flipped classroom will be made use of the daily Business English teaching surroundings. It breaking the traditional teacher-oriented teaching modes. Also exploring a teaching model with students and teachers as the dual orientation, and it tran

21、sfers classroom into daily Business English teaching. For the target of ameliorating the teaching character and teaching efficiency in Business English classrooms. There exists thousands of subtle correlations between flipped classrooms and teaching models. The idea of flipped classroom is derived f

22、rom the “online course” of the American Khan Academy. This concept represents the American education system at that time. Maureen Lage, Glenn Platt and Michael Trglia published the paper “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment”(2000). They didnt use the exac

23、t word of “flipped”, but it was then that the idea took shape. In the same year, Professor J. Wesley Baker presented the paper “The classroom flip: using web course management tools to become the guide by the side at the 11th International Conference on College Teaching and Learning”. Once purposed,

24、 it quickly drew the heed of the widespread scholars and academics. The term “flipped classroom” has been widely accepted, which literally means is that the classroom is “flipped over”. Learning is a comprehensive course of information acceptance, information internalization and information reproduc

25、tion. The word “flip” is actually meant to reverse the role of the teacher and the role of the student to meet the needs of information internalization, so that the brain thinking process becomes methodical and orderly. In a traditional and classical teacher-centered classroom, students passively ac

26、quire knowledge and thereby get internalization. However, in the “flipped classroom”, students are much guided by the diversity of taste and learning content.1.2 Introduction to Business English The Business English program is designed to develop Business English professionals who can directly parti

27、cipate in international economic competition and cooperation. They all have the following skills: solid English language foundation and academic ability, master the basic theories and knowledge of economic and financial disciplines, have a broader international perspective, strong intercultural comm

28、unication skills and high cultural quality. Business English teachers under this major are in charge of translation, management, mentoring and research. So it requires strong practical skills and can be used for foreign trade, education and other departments. Also the major includes relevant knowled

29、ge in the economy, finance, trade and economic law. The relevant major courses directly use original textbooks about economic and financial English. Training students to improve their language capability while intensifying the integration of English and financial lore. Proposal of this concept of “B

30、usiness English” has been for a period of time from early days till nowadays. While, under the climate of internationalization, English learning market is surging in the past few years. Many educational institutions have used Business English as one of their main training programs.Some believe that

31、the target of gaining lore of language is not for the research. The same to the Business English training that the core of it is communication training. Todays business activities emphasize peoples practical business communication skills. Whether you can communicate with your boss and customers in t

32、he most accurate and reasonable business terms will largely determine your success or not. Of course, to achieve the ideal state of communication and such a language training process centered on “business”, Business English teachers should have a solid English base and an abundant business backgroun

33、d knowledge. Only teachers with language acquisition, business lore, and business skills can teach students the knowledge of Business English in the teaching courses. Excellent Business English teachers are the core of “business”, which can teach a large amount of business expertise and business cap

34、abilities. The knowledge involves such as management, trade, law, accounting, etc. Business English should be on the basis that English expertise foundation is strong and then emphasize the “Business”. Scientist Dell divides Chinese English learning into “reciting stage” and “customary stage”. Curre

35、ntly, most learners are at the level of memorization. They have not yet reached the advanced stage, and also they are unable to achieve the inertial English communication. The “advanced” mentioned here is not only means how much vocabulary you mastered, but also whether you can speak out without hes

36、itation. After having such a habit, you can exploit Business English to conduct business assignment in a automatic way. Chapter Two Business English2.1 Current condition of Business English teaching Business English teaching is distinguished from ordinary English teaching. It not only pays intimate

37、heed to the teaching of students English knowledge, but also teaches students the work style of Western countries, the working psychology of workers in Western countries, and even the daily life of people in Western countries. Lifestyle could let them communicate and collaborate mutually and in the

38、future collaboration and assignments. As Chinas business connects with other countries all around the world become more frequent, the Business English talented person might be interested by the market environment. Also many schools that serve such education bases should positively improve their teac

39、hing model and try the best to educate talents that meet the social needs. Presently, many Chinese colleges have found Business English disciplines. However, the teaching quality and quantity are not unsatisfactory because of various elements. Many Business English majors have less academic knowledg

40、e and worse in language use. So that they have the ability but do not know how to practice it and how can they meet the market requirement for Business English students. There are some main causes for this situation. For one, the teaching mode drop behind. Nowadays, many colleges still use the tradi

41、tional teaching model in Business English teaching, just like teachers and textbooks are the main methods of education. The consequence of this kind of teaching way is often that the teacher delivers knowledge to the students, and the students accept and memory them passively. Nonetheless, the teach

42、ing progress seems like to be accomplished and and guided by teacher active participation in the classroom. But actually, the students brains are completely puzzled. This chiefly because this teaching mode does not emphasize the dominant status of students in learning progress, so this hinders the s

43、tudents passion for learning. Thence, the learning effects and teaching feedback are not ideal. For another, the students capability to comprehend is not strong and the teachers teaching ability is not high. Many Business English students in university are hard to catch the focus points and nouns of

44、 Business English, although the Business English course has been found for few years. Once it touches upon to professional Business English, it is usually feel difficult to look for a breakthrough in teaching and studying, and it is hard to conduct Business English teaching more deeply. Therefore, i

45、n the view of the current teaching problems encountered by Business English in domestic universities, I have summarized the following three aspects through the research of various documents and related papers. They are as follows: (1) Stylized teaching model with a single goal. At the moment, the Bu

46、siness English teaching pattern of major universities in China is subject to the antiquated model. The teaching goal is solid and single, also the teachers thought is rigid and stubborn. Under the opportunities and challenges, there is no doubt that there are a large amount of huge problems in Business English. When conducting Busi