An Empirical Study on the Distinctive Teaching Mode and Practice of International Business Innovation Class in GDUFS

Autor/inn/en	Dongman, Cai; Wenzhong, Zhu
Titel	An Empirical Study on the Distinctive Teaching Mode and Practice of International Business Innovation Class in GDUFS
Quelle	In: English Language Teaching, 9 (2016) 4, S.163-170 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Educational Change; Educational Innovation; Teaching Methods; Business Administration Education; International Trade; International Cooperation; Interdisciplinary Approach; Student Attitudes; Satisfaction; Problem Solving; Statistical Analysis; English (Second Language); Second Language Learning; Language Proficiency; Knowledge Level; Undergraduate Students; Program Evaluation; English for Special Purposes; Questionnaires; Structured Interviews; Content Analysis; China + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Trade; International relations; Handel; Internationale Beziehungen; Internationale Kooperation; Internationale Zusammenarbeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Zufriedenheit; Problemlösen; Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Wissensbasis; Programme evaluation; Programmevaluation; Fragebogen; Inhaltsanalyse
Abstract	Accommodating to the development of globalization, China witnesses a mounting demand for international business talents who are proficient in both foreign languages and business knowledge and adept at international cooperation and competition in business context. In order to meet this need, Guangdong University of Foreign Studies, taking advantage of its resources in foreign languages and outstanding professional teachers, made a breakthrough in multidisciplinary teaching reform and took initiative to set up the program of International Business Innovation Class in autumn, 2010. In July 2014, it has delivered its first batch of graduates. Hence, it is of great significance to conduct relevant investigations on the teaching mode and practice timely so as to obtain data for assessing its teaching effectiveness and students' satisfaction. Based on empirical study, this paper evaluates three factors: learners' recognition, features and problems of this program, which aims at identifying existing problems in practical teaching, improving teaching quality and students' satisfaction and proposing feasible suggestions to address them. In a broader context, it attempts to provide a quotable paradigm for similar innovation programs or similar institutions' internationalization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01