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北京第二外国语学院学报

北京第二外国语学院学报 ›› 2018, Vol. 40 ›› Issue (5): 123-134.DOI: 10.12002/j.bisu.171

• 外语教学研究 • 上一篇    下一篇

中国高校商务英语专业教学质量保障体系的建构——基于斯坦福大学案例的分析

姜霞(),王雪梅   

  1. 上海外国语大学教授,200083
  • 收稿日期:2017-05-09 出版日期:2018-10-15 发布日期:2019-01-09
  • 作者简介:姜霞，上海外国语大学，200083，研究方向：外语教育与教师发展、商务英语。|王雪梅，上海外国语大学教授，200083，研究方向：外语教育与教师发展。
  • 基金资助:
    全国教育科学规划重点项目“一带一路沿线关键土著语言文化通识课程体系建设研究”(AFA180013);上海市2017年教育科学研究项目“高校外语生态化网络教学空间建构”(C17113);中央高校基本科研业务费资助项目“高校商务英语教师学科教学知识研究”(20171140015);上海外国语大学重大项目“传承与创新视角下的上外人才培养研究”(2017114003)

On Constructing Quality Assurance System for Business English Program in China Based on a Case Study of Stanford University

Xia JIANG(),Xuemei WANG   

  1. Shanghai International Studies University, Shanghai 200083, China
  • Received:2017-05-09 Online:2018-10-15 Published:2019-01-09

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摘要：

在《高等学校商务英语专业本科生教学质量国家标准》业已颁布的背景下,探讨如何建构该专业质量保障体系至关重要。本文在文献综述的基础上,通过分析美国一流大学——斯坦福大学质量保障体系的特点,尝试建构我国商务英语专业质量保障体系。通过分析,笔者提出,商务英语专业质量保障体系应充分考量社会需求、学校自主和学生主体等因素,在社会、学校、学生之间寻找平衡点,只有三方协力,才能共同提升该专业的质量水平。同时从社会、学生、师资队伍三个层面提出可行性建议：（1）以评促改,建立与完善商务英语专业社会第三方认证体系;（2）强调学生主体,建立学习成果评估数据库,实现评估管理常态化、动态化;（3）将“适应性”学习理念运用于教师教育课程,建构商务英语师资队伍的复合型知识结构。

关键词: 斯坦福大学; 商务英语专业; 质量保障体系; 高等教育

Abstract:

With the announcement of National Criterion of Teaching Quality of University BA Program in Business English by Ministry of Education, China, it is essential to probe into how to construct a quality assurance system for this academic area. Based on literature review, this paper attempts to construct a diagram for business English quality assurance system by analyzing the characteristics of the successful quality assurance system of a world-class university, Stanford University. On the basis of analysis, this paper proposes that there are three equally important factors, namely social needs, university autonomy and student-centeredness. Only through joint efforts from all three players can the quality of Business English be improved. Meanwhile, the authors put forward three practical suggestions from the perspective of society, students and teachers listed as follows: 1) systematically build and improve organizations of third-party quality accreditation so as to put the evaluation results into practice; 2) lay emphasis on student-centeredness and build up the database to evaluate students’ achievements so as to ensure a regular and dynamic appraisal; 3) Adopt adaptive learning concept into teachers’ education program and help business English teachers to develop a multi-disciplinary structure of knowledge.

Keywords: Stanford University; Business English program; quality assurance system; tertiary education

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