LiuLihua

◆摘? 要：Focusing on the golden course standard： "Gender One Degree"，We reform the classroom teaching? of the bilingual course of international trade practice.Teaching follows the concept of "student-main body， teacher-guide， problem-oriented， and resource-means"，Teachers play no longer "full the classroom" and? the role of "leading" and "inspiring" the teaching process; students are no longer ‘Sleep seriously" in the classroom".In which they give full play to "enthusiasm"， "initiative" and "creative".Based on the golden course standard： "Gender One Degree"， we meet the needs of talent training of the new era ，new business English major with applied， compound， and innovative”. which from the pesperctive of the breadth and depth of the course， the surface and implicitness of the content， the methods of English extraction， and the teaching design.

◆關鍵詞：golden course standard ; international trade practice ; bilingual teaching reform

1 Introduction

In order to meet the needs of practical talents in my countrys socialist modernization， in June 2018， Minister Chen Baosheng of the Ministry of Education of the National Undergraduate Education Working Conference of the New Era put forward the concept of "Golden Class" for the first time. In October 2019， Education The Ministry of Education officially issued the "Implementation Opinions on the Construction of First-Class Undergraduate Courses"， which clarified the content of the construction of the "Golden Course"， standardized the requirements for the construction of the "Golden Course"， aroused heated discussions in the education sector， and provided action guidelines and in accordance with. We must build a double first-class， and finally implement it in the curriculum. Curriculum is the core element of talent training， it is the micro-issue of education， but it solves the big strategic problem. The curriculum is the concretization， operability， and targetization of the fundamental standard for talent cultivation， which is "Lide cultivating people's effectiveness." It is also the shortcoming， bottleneck and key point of current Chinese universities with universal significance.

Classroom teaching are reformed according to the standard of the golden class： "Gender once"： high-level， innovative， and challenging. Taking students as the center， we stimulate students' interest in learning and cultivate students' will of pioneering， working? hard， and enhancing students' innovative spirit. Facing the needs of society， we strengthen students' innovative spirit， and cultivate compound talents with good morals， rich knowledge and strong skills， Who Promote classroom teaching from "knowledge to ability"， "instillation to dialogue"， "closed to open"， "emphasis on learning and light thinking to the combination of learning and thinking"， "emphasis on knowledge and light action to the unity of knowledge and action"， and "emphasis on education and light on learning direction" "Teacher in learning" change. Only in this way can we cultivate compound talents who can meet the requirements of global economic integration. It has become an inevitable trend in the teaching reform of colleges and universities that establishing the "quality awareness" of the course， promoting the mixed teaching， and building a "mixed Golden Course" in accordance with the standard of "Gender One Degree" of the Golden Course，

The necessity of the teaching reform of the "International Trade Practice Bilingual" course based on the construction of the golden class

"International Trade Practice Bilingual" is a basic course for business English majors， with a certain degree of theory and strong integration and practical operation. This course is very necessary for bilingual teaching in the teaching of international trade aimed at cultivating senior talents engaged in foreign economics.

The traditional classroom teaching model cannot be well connected with reality. which model is mainly based on classroom teaching and one-way transmission of teaching content. The teaching process is too monotonous and boring. Not enough attention has been paid to the training of students hands-on ability， let alone the timeliness and operability of the teaching content itself， which neglects the cultivation of students practical ability， which is difficult to be well accepted by students. The interaction is not enough in classroom between teachers and students， which affects the teaching effect.

We meet the need for talent training? the new business business English major "applied， complex， innovative" which We revolve around the golden class standard： "Gender once" from the pesperctive of the breadth and depth of the course， the surface and implicitness of the content， the methods of English extraction， and teaching design.

2 Bilingual Teaching Reform of International Trade Practice of Ideas and countermeasures

"International Trade Practice Bilingual" course is the most basic professional course for business English majors. As a major precursor course， which play a leading role directly determines the height of this course. The course of "International Trade Practice Bilingual" is based on the concept of building a golden class standard， and is to cultivate students' comprehensive ability and advanced thinking in solving complex problems.

The content of the curriculum on which the teacher's teaching is based should reflect the frontier and the times， the teaching form presents advanced and interactive features， and the learning results are inquiring and individualized. Courses must be of a certain degree of difficulty， with higher requirements for teachers' preparation and students' off-class.

How to reform the course content of the bilingual teaching of international trade practice in accordance with the requirements of the golden course from breadth to depth. In the teaching reform， combined with industry majors， the "four highs" requirements were put forward： high requirements for comprehensive English ability， high requirements for comprehensive knowledge， high requirements for practical application ability， and high goals for cultivating comprehensive ability. The teaching reform embraces the "high-level" characteristics of cash courses; at the same time， its course content should be cutting-edge and contemporary， the teaching form reflects the advanced and interactive nature， and the learning results are inquiring and individualized， embodying the "innovation of cash courses" In addition， the overall teaching design has certain challenges. Students need to spend time reading and thinking during and after class， and they need to work hard to gain knowledge and ability. This reflects the "challenge" characteristics of the class. Through bilingual teaching， each student will not only learn professional knowledge and skills， but also improve their English proficiency during the course of studying this course.

3 Ideas and countermeasures for the reform of bilingual education in international trade practice

"International Trade Practice Bilingual" course is the most basic professional course for business English majors. As a major precursor course， how to play a leading role directly determines the height of this course. Based on the concept of building golden curriculum standards， it is necessary to cultivate students' comprehensive ability and advanced thinking in solving complex problems. The content of the curriculum on which the teacher's teaching is based should reflect the cutting-edge and contemporary characteristics， the teaching form presents advanced and interactive nature， and the learning results are inquiring and individualized. Courses must be of a certain degree of difficulty， with higher requirements for teachers' preparation and students' off-class. How to reform the course content of the bilingual teaching of international trade practice in accordance with the requirements of the golden course from breadth to depth. In the teaching reform， combined with industry majors， the "four highs" requirements were put forward： high requirements for comprehensive English ability， high requirements for comprehensive knowledge， high requirements for practical application ability， and high goals for cultivating comprehensive ability. The teaching reform embraces the "high-level" characteristics of cash courses; at the same time， its course content should be cutting-edge and contemporary， the teaching form reflects the advanced and interactive nature， and the learning results are inquiring and individualized， embodying the "innovation of cash courses" In addition， the overall teaching design has certain challenges. Students need to spend time reading and thinking during and after class， and they need to work hard to gain knowledge and ability. This reflects the "challenge" characteristics of the class. Through bilingual teaching， each student will not only learn professional knowledge and skills， but also improve their English proficiency during the course of studying this course.

3.1 From the superficial to the hidden， which reflect the "challenging" characteristics of the cash class. The superficial knowledge points of the books are easy to find， that is， if you have not taken this knowledge， you will not be able to take the later courses. Through the superficial knowledge of the books， you can discover the hidden and discover the depth of knowledge. It is difficult to find hidden knowledge points， but what others can't do is often our advantage. Only in this way can talent training be competitive.

3.2 Refining English through international trade practice. courses， which embody the "innovative" characteristics of cash courses. English is indispensable for foreign trade. English is an important tool. Related professional courses such as business English writing， business spoken language， definition of international trade terms， bill of exchange process， nature and function of bill of lading， insurance risk， booking， cargo loading What clauses are included in the container， customs declaration， etc. These theoretical English. How to extract English from the course of International Trade Practices and how to extract the English required for communication？ The current bilingual teaching is also difficult to solve this problem. Our curriculum reform is to solve this problem. The curriculum reform fully reflects the high level of cash class construction.

3.3 Curriculum teaching design， embodying the "high-level" characteristics of cash courses.

3.3.1 Change of teaching philosophy. Education "is not to fill a bucket of water， but to light a fire."

Curriculum teaching design conforms to the requirements of the background of the concept of "industry-university-research" collaborative development， and the goal of training business English talents has changed to "applied， compound and innovative". The teaching philosophy of this course is based on competency-based， with students as the main body， transforming from a traditional teaching plan to a teaching plan that promotes student development. Design classroom teaching plans to realize students' active learning. The role of the teacher is transformed into the "organizer and guide"， " inspirator and manager" of online learning. Students should no longer be "passive recipients" of knowledge， and become "participants" in the classroom， so that every student can feel that the teacher's teaching content is related to it. The classroom should be a place for teachers and students to share thoughts and knowledge， exchange experiences and insights. Teachers redesign and organize the teaching objectives and teaching content， change the traditional teaching concepts， and adjust teaching ideas and methods accordingly to achieve the goal of optimizing learning effects and improving teaching quality. We revolve around the core goal： "Let every student have a subjective initiative." We improve students' professional English proficiency and enhance students' communication skills from the language level， through bilingual teaching and improve students' ability to use bilingual learning， thinking and research， and increase their ability to actively acquire knowledge from the perspective of knowledge， From the perspective of thinking， on the basis of subject learning， who accept international ideas， broaden international horizons， and understand Western ways of thinking. Through the bilingual teaching of this course， students are trained to carry out import and export business operations， so that students can work in international trade business processes， realize the improvement of students' professional experimental skills， problem analysis and problem solving skills， and expand students' English use space and improve overall Students' practical application ability of English in listening， speaking， reading and writing; Through the bilingual teaching of this course， students have made great progress in thinking vision， cognitive ability， language expression ability and problem-solving ability， thereby enhancing the international communication and competitiveness of students of this major， and comprehensively improving the comprehensive quality and comprehensive quality of students of this major. Development potential.

3.3.2 Conversion of teaching objectives.

The teaching goals of traditional classrooms are "what has the teacher taught" and "what has the student remembered ".The "International Trade Practice （Bilingual）" golden course is designed through a blend of advanced and interactive teaching. Its teaching objectives should be changed to： focus on cultivating students to independently master the theoretical knowledge of international trade practice， and be familiar with specific business operations such as international trade practice; Pay attention to cultivating students to think independently， pay attention to cultivating business English majors through business role playing and import and export business operations， and have a perceptual understanding of international trade processes， so that classroom teaching and business practice can be scientifically connected and integrated. Students have the ability to continuously update knowledge and solve problems independently， and become newcomers of the era with innovative consciousness and thinking， strong practical and application skills，which improve students' ability to use English to read professional literature， obtain the latest professional information， and conduct professional international exchanges.

3.3.3 Reconstruction of teaching links.

Elaborately designing effective online and offline interactive teaching links to improve teaching quality is the top priority of the golden course construction of the "International Trade Practice （Bilingual）" course. The online part of the "International Trade Practice （Bilingual）" course is mainly "independent online learning"， and the offline part is mainly composed of two stages： "face-to-face communication and interaction" and "after-class consolidation evaluation". During the? online "self-online learning stage"， which rely on online teaching tools such as Tencent Classroom， QQ， WeChat group， teachers will publish course announcements through Tencent Classroom， QQ， WeChat platforms at fixed times every week， open pre-recorded teaching videos， and upload courseware Wait， arrange online learning tasks. In the offline "face-to-face communication and interaction stage"， teachers will answer key questions and sort out the questions based on the analysis of online learning. At the beginning of school， the teacher divided the students into 10 study groups， each with about 4 people. Each group needs to consult the information in advance， select a relevant business case， analyze and explain it through video and PPT， then ask questions and organize the whole class to discuss. Students better absorb knowledge points in communication and interaction， and realize deep learning in mutual assistance and collaboration. Use the "group evaluation" function to evaluate the class activities organized by the group. Using the time of the last class at the end of the term， each group should select three knowledge points and integrate them， combining their own understanding and comprehensive simulation training. According to the teaching plan prepared by the teacher in advance， each group will know which lesson they will organize and which chapter related case discussions.

3.3.4 Informatization of teaching methods

Implement bilingual teaching， which present cutting-edge subject knowledge to students and carry out blended teaching relying on diversified information platforms， and use information technology to carry out multiple evaluations focusing on process evaluation.In the process of the integration of informatization and bilingual teaching， who consider that a single informatization teaching tool cannot optimize the classroom teaching effect， a variety of informatization tools such as Cloud Classroom， QQ Group， Tencent Classroom， and WeChat Group are used.We use the platform to upload， edit， publish and manage teaching videos and teaching resources to carry out flexible teaching activities.In theOnline communication function.，Teachers post discussion questions in the discussion area for students to answer. Teachers and students can post interactively multiple times， freely exchange thoughts， questions and perceptions about knowledge， which greatly stimulates students desire for participation and interest in learning， and truly realizes Student-centered classroom teaching.

3.3.5 Diversification of teaching methods.

To move the classroom to the business site to learn related knowledge，Every semester， students will be organized to visit the customs supervision warehouse for a week， so that they have some perceptual understanding of foreign trade transportation， storage， customs declaration and other import and export business links.Relevant staff from foreign trade companies， customs， commodity inspection are invited to teach students to enhance students perceptual awareness and interest in learning， and to improve their learning enthusiasm and initiative.

3.3.6 Diversification of assessment methods

The assessment methods should no longer only include traditional classroom attendance， homework and final exams.Multi-directional evaluation. We shall break the traditional examination model， and focus on the comprehensive professional ability evaluation of students' professional ability， social ability， method ability， etc. according to the focus of the study task. Multi-subject evaluation. Introduce a multi-evaluation system to allow enterprise personnel， teachers， students， etc. to participate in the evaluation process， and set different weights to make the evaluation more reasonable， objective， and scientific.

Multi-module evaluation. Combine process evaluation with result evaluation， pay attention to the process， performance， and development evaluation of students， and focus on the assessment of students in each learning link in the completion of learning tasks. he specific implementation of diversified assessment methods. Assessment methods can establish a set of diversified evaluation systems covering online and offline assessments from two dimensions. Online and offline results which process evaluation online scores account for 70%， that include 20% online learning videos， 20% online discussions， and 30% online final tests. The platform completes data statistical analysis and score measurement. The final evaluation of offline results accounted for 30%， which cover 10% of class answers， 10% of group case discussions， and 10% of comprehensive reports and performances on international trade practices. Only by establishing such a multi-dimensional assessment system can "subjective evaluation" be truly "digitalized objective evaluation" and "result evaluation" can be changed to "dynamic process evaluation"， which can fully and objectively reflect the learning effect.

4 Evaluation and feedback of teaching effect

The research designed a questionnaire survey， conducted surveys in the middle and end of the semester， and organized interviews with students after the final exams to understand the real thoughts of the students. The results of questionnaire surveys and interviews show that students are satisfied with the teaching quality of "International Trade Practice （Bilingual）".Focusing on the teaching philosophy of "student-centered"， we should promptly respond to the situation of students in the course after the course， what experiences and gains they have， what questions and confusions still exist， and what improvements are hoped for by teachers， etc. Effect feedback to achieve continuous improvement of teaching quality.After completing the teaching reform of the "International Trade Practice （Bilingual）" course， I used the online questionnaire and voting platform Questionnaire to design a questionnaire for my own teaching process， including 16 multiple-choice questions and 3 subjective questions， which were passed at the end of the offline class The two-dimensional code is issued， and students can answer directly on their mobile phones to complete the survey.The first round of survey results showed that 39 out of 45 students submitted valid questionnaires. All students thought it was satisfactory， and no one raised any objections. The survey results based on the first round of "International Trade Practices （Bilingual）" curriculum teaching reform show that it is beneficial to stimulate learning interest， activate classroom atmosphere， and improve teaching quality.

5 Conclusion

The teaching practice of "International Trade Practice （Bilingual）" based on the golden class has achieved good results， and the teaching content， methods and modes all reflect a certain degree of high-level， innovation and challenge. The construction of the golden course must not be accomplished overnight， and adhere to the teaching philosophy of "capability-oriented"，who create opportunities or provide a platform to encourage students to participate in international trade practice activities， and improve students' practical operation and application capabilities.At the same time， it requires the accumulation of experience and the test of time. This is a huge challenge to the energy and ability of teachers. We always regard "course quality" and "talent training" as the foundation of teaching， and strictly follow the golden class "Gender One Degree" standard. ， Only by summing up experience in teaching practice and exploring and moving forward can the construction of the international trade practice （bilingual） golden course be implemented.

References

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注：本課題是2018年貴州省教育廳教學改革課題成果。