研究范围
Many researchers have explored this issue and provided various statistical data; however, overall, the available statistics remain insufficient.
This study focuses on the effectiveness of undergraduate textbooks in Business Chinese for students majoring in the Chinese language.
在完成此研究项目的过程中，本人采用以下几个方法：
In this article, I examine and analyze the data collected, presenting the wishes and opinions of the majority of students Clear explanations are provided in both the text and accompanying charts.
分析法：根据各位学生的意见，通过分析以找出最有效的建议。
In conclusion, after analyzing the aforementioned methods, I would like to summarize the key findings and present the final results.
操作步骤
为了达到以上的几个目的，本人要进行以下几个步骤：
一、确定题目：确定题目，限定写作范围，定向写论文的方向。
To develop a research plan for the undergraduate curriculum in Business Chinese within the Chinese Language major, it is essential to assess the current usage of related teaching materials This study will utilize online resources and reference various research materials on Business Chinese textbooks to gather comprehensive insights.
In the preparation phase, it is essential to gather relevant information on the current usage of teaching materials and to categorize and archive these materials effectively Emphasizing the use of computers and online tools will enhance this process.
In the process of writing a thesis, utilize collected data through statistical classification and analysis methods for research Finally, in the summarization and completion phase, organize relevant information to finalize the thesis.
对外汉语教材有效性理论探讨
教材有效性的含义
An effective教材 closely aligns with training programs, providing knowledge that deepens students' understanding of relevant subjects and fields while being updated annually with innovative content Its effectiveness is reflected in its adaptability to the diverse needs of the workforce and its ability to satisfy students' desire for active learning and exploration of new knowledge.
Textbooks play a crucial role in Chinese language teaching, serving as an essential component of course implementation However, in the context of open Chinese language education under new curriculum concepts, textbooks should not encompass the entirety of teaching content Instead, they should be adaptable, evolving, and open to change As students progress in age and grade, their learning experiences differ, necessitating appropriate integration and expansion of the same textbook based on actual circumstances.
It is undeniable that textbooks require revisions and enhancements, yet they should not serve merely as question banks In response to societal demands for reduced learning burdens, exercises within textbooks must be carefully selected Even after improvements, achieving consensus on content remains challenging due to various factors such as regional culture, urban-rural disparities, and social backgrounds Additionally, as society evolves, textbooks often lag behind in relevance Therefore, prior to teaching, educators should research relevant teaching materials, leverage the strengths of diverse textbooks, and integrate ideas to enrich and expand classroom content.
By integrating and expanding the textbook from multiple perspectives, we effectively fill in the gaps within the material, increasing the input of language in the classroom and saving teaching time This approach allows students to develop autonomous learning skills and establish effective strategies for learning English, while teachers enhance their understanding of the key challenges presented in the textbook.
Enhancing the precision of key points boosts teachers' innovative teaching abilities and helps them develop a unique teaching style By integrating and expanding classroom resources, teachers enrich the curriculum's content and broaden its scope This approach allows teaching to connect with real life and become more open, leading to a transformation in teaching methods and a redefinition of "textbooks."
Teachers actively integrate and expand teaching resources, significantly enhancing the effective utilization of educational materials.
The effectiveness of teaching materials is crucial for enhancing teaching quality, as it fosters effective learning, which in turn reflects back on effective teaching This process improves both students' cognitive levels and teachers' instructional skills The teaching process operates as an "ecosystem" where teachers, students, materials, and the environment interact From reading established content to designing teaching plans and implementing them in the classroom, this journey undergoes multiple transformations, ultimately resulting in dynamic teaching content.
教材有效性的因素
Effective teaching design encompasses various aspects, such as understanding students' actual starting points and tailoring instruction accordingly It should be flexible, considering multiple possibilities, and problem design should transition from small steps to larger, more engaging challenges that inspire inquiry Additionally, creating interesting problem scenarios is crucial for fostering student exploration To enhance the effectiveness of teaching design, it is also essential to focus on the correct interpretation and utilization of teaching materials.
To effectively teach using textbooks, it is essential to not only understand the materials accurately but also to analyze students' learning characteristics and their actual situations Even the best textbooks can only provide a general framework for teaching and learning, and may not fully cater to the specific needs of every school, class, or student Teaching with textbooks requires teachers to possess the wisdom to interpret both the materials and the students This interpretation, along with the adaptation of the textbooks, can be integrated into the lesson preparation process, where these elements are often combined for optimal teaching outcomes.
Teachers should not limit their instruction to merely "teaching the textbook" despite the need for in-depth research on various subjects The pursuit of understanding these areas should be an ongoing endeavor for educators, requiring gradual accumulation of experience There is no need to artificially restrict the process to first familiarizing with the material, then teaching it, and finally modifying it At any time, adjusting and refining the curriculum is a teacher's right and an essential part of lesson preparation.
Textbooks are essential educational resources, but teachers must adapt them to the specific context of their region and classroom It is crucial to handle textbooks scientifically and flexibly, allowing for creative usage This creativity does not mean completely rejecting the textbook; rather, it involves refining and enhancing its content For instance, if a textbook includes various situational images, teachers can replace them with familiar locations for students to improve relatability and engagement.
1.2.3 了解学生、提高课堂教学的有效性
Enhancing the effectiveness of classroom teaching has become a prominent topic of discussion recently To achieve this, teachers must engage in a deep analysis of the teaching materials By thoroughly interpreting the curriculum, educators can identify key teaching points, address challenging content, and effectively analyze exercises This deep understanding of the author's intent is essential for making classroom instruction more impactful.
To enhance the effectiveness of classroom teaching, it is essential to deeply understand students, including their life experiences and existing knowledge Careful lesson planning and consideration of classroom dynamics are crucial, but a thorough interpretation of the teaching materials is fundamental Therefore, the key to improving classroom teaching effectiveness lies in the in-depth analysis of the curriculum.
The textbook primarily prompts students to identify the phrase "learning brings joy" at the beginning, yet it largely overlooks specific discussions about the enjoyment of learning or the idea that learning can be a pleasurable experience.
Learning involves both challenges and joys, a fact that cannot be denied In lower grades, the emphasis is on fostering a love for learning rather than a sense of struggle For first-year university students transitioning from high school, it is crucial to help them realize that learning a foreign language can be enjoyable When students perceive learning as a pleasurable experience, it can ignite their interest and encourage them to pursue independent exploration Conversely, if students feel overwhelmed or burdened by their studies, they are likely to lose interest and refrain from engaging in self-directed learning.
汉语言专业商务汉语方本科系列教材的介绍
汉语言专业商务汉语方本科系列教材包括以下的课本：
序号 课程名称 课程代码 必修教材 参考材料
TRUF212 黄 为 之, 《 经 贸
中 级 汉 语 口 语
1》,是北京语言
大 学 出 版 社 , 2008。
1 黄为之, 《经贸高级汉语口 语》，北京语言大学出版社,
2.张 静 贤 ， 《 汉 语 外 贸 口 语》，北京语言文化大学出 版社，1995。
3 邓如冰，《经贸汉语听和说》，外语教学与研究出版社，2004。
外贸写作 TRUF022 赵洪琴，《外贸
写作》，北京语 言文化大学出版 社，2001。
杨东升，《BCT 商务汉语写 作教程》，北京语言大学出 版社，2009。
TRUF222 李忆民，《国际
(上)》，北京语 言大学出版社，
1.王惠玲，《商务汉语》，北 京大学出版社，2006
2.杨春，《最新经贸汉语阅读 教程》，西南师范大学出版
TRUF232 邓 如 冰(编 者),
《经贸汉语听和
说(附录音文本+
练习分册)》, 外 语教学与研究出
1.李 立 ， 丁 安 琪, 《 公 司 汉 语》（CD）, 北京大学出版
2.张 黎, 《 商 务 汉 语 提 高 》
（CD）, 北 京 大 学 出 版 社,
3.李晓琪，《商务汉语听力教
程 》 ， 北 京 大 学 出 版 社, 2009。
商务汉语 TRUF242 王 惠 玲 ， 黄 锦
章 ， 《 商 务 汉 语》 (金桥)，北 京大学出版社，
赵洪琴，吕文珍，《外贸写作》，北京语言文化大学出版社，2001。
TRUF252 张剑，《中国涉
外 经 济 法 教 程》，北京语言 文化大学汉语学 院，2001。
1.赵洪琴，吕文珍，《外贸写 作》，北京语言文化大学出
2.郭青，《经贸读写》，北京
语 言 文 化 大 学 出 版 社 ，
TRUF262 米粮，《越南社
会主义共和国经
济 贸 易 法 律 指 南》，中国法制 出版社，2005。
1.张剑，《中国涉外经济法教 程》(上)，北京语言文化大学 汉语学院，2001
2.张剑，《中国涉外经济法教 程》(下)，北京语言文化大学 汉语学院，2001。
TRUF072 顺化外国语大学
中文系的武氏梅 花老师编者。
米粮，《越南社会主义共和 国经济贸易法律指南》 ，中 国法制出版社，2005。
TRUF012 张静贤，《汉语
外贸口语》，北 京语言文化大学 出版社，1995。
1.邓 如冰 ，《 经 贸 汉 语 听 和 说》，外语教学与研究出版 社，2004。
2.黄为之, 《经贸中级汉语口
语 1》,北京语言大学出版社,
TRUF062 张黎 (编者) (著),
《 商 务 口 语 教
程:4 年 级 教 材
(经贸类) 》,北京 语言文化大学出
1.黄为之, 《经贸高级汉语口
语》，北京语言大学出版社,
1 2.邓 如冰 ，《 经 贸 汉 语 听 和 说》，外语教学与研究出版 社，2004。
TRUF032 罗 陈 霞 、 朱 彤,
《 经 贸 汉 语-高
级 教 程 》 （ 上 册），上海音乐
1 赵洪琴，吕文珍，《外贸写 作》，北京语言文化大学出 版社，2001。
2.杨春编著, 《最新经贸汉语 阅读教程》, 重庆西南师范大
TRUF042 王惠玲, 黄锦章,
《 商 务 汉 语 金 桥》（下）中级
阅 读 ）, 北 京 大
1.王慧玲，王惠城，《新汉语
——经济新闻，阅读教程》-
高 级 篇 上 ， 北 京 大 学 出 版 社，2006。
2.罗晨霞，《经贸汉语高级教 程》，下，外语教育与研究 出版社，2004。
3.王惠玲, 黄锦章, 《商务汉
语金桥》（上）(中级阅读), 北京大学出版社 ，2006。
TRUF052 王惠玲, 黄锦章,
《 商 务 汉 语 金 桥》下册（中级
阅 读 ）, 北 京 大
1.王慧玲，王惠城，《新汉语
——经济新闻，阅读教程》-
高 级 篇 上 ， 北 京 大 学 出 版 社，2006。
2.罗晨霞，《经贸汉语高级教 程》，下，外语教育与研究 出版社，2004。
3.王惠玲, 黄锦章, 《商务汉
语金桥》（上）(中级阅读）, 北京大学出版社 , 2006。
TRUF082 张剑，《中国涉
外 经 济 法 教 程》，上册，北 京语言文化大学
1.郭青，《经贸读写》，北京 语言文化大学出版社，2000
2.张泰平，《国际商务汉语教
程 》 ， 北 京 大 学 出 版 社 ， 2000。
TRUF092 张剑，《中国涉
外 经 济 法 教 程》，下册，北 京语言文化大学
1.郭青，《经贸读写》，北京 语言文化大学出版社，2000
2.张泰平，《国际商务汉语教
程 》 ， 北 京 大 学 出 版 社 ，2000。
TRUF112 郑丽杰 李玉梅，
语 考 试 专 题 精 练》，外语教学
与 研 究 出 版 社;
1.邓 如冰 ，《 经 贸 汉 语 听 和 说》，外语教学与研究出版 社，2004。
2.王惠玲, 黄锦章，《商务汉 语金桥》（中级阅读），北 京大学出版社 , 2006.3。
TRUF122 罗 陈 霞, 《 经 贸
汉 语 ， 高 级 教
程 》 下, 外 语 教
学 与 研 究 出 版 社，2004。
张剑，《中国涉外经济法教 程》，上/下册，北京语言文 化大学汉语学院，2001。
公司汉语 TRUF142 李 立 ， 丁 安
语 》, 北 京 大 学
黄 为 之, 《 经 贸 高 级 汉 语 口 语》，下册，北京语言大学 出版社，2007。
灵专编辑的教程,
张剑，《中国涉外经济法教程》，上/下册，北京语言文化大学汉语学院，2001。
TRUF272 曹艺、王葳、张
涛, 《 商 务 礼 仪
（第 2版）》,清 华大学出版社，
1 夏志强，翟文明, 《礼仪常 识全知道》, 华文出版社出版,
2 芭芭拉ã帕切特, 《国际商
务礼仪》, 中国对外翻译出版 公司，1998。
TRUF282 邢 欣, 《 商 务 汉
语广告案例阅读
教程 》, 北京大
1.张泰平编著, 《国际商务汉 语教程》, 北京大学出版社, 2000。
2.张彦，《商务文体翻译》， 浙江大学出版社，2005。
TRUD023 顺化外大中文系
编著《译论概述 与汉越语对比初
1.梁远等编著，《实用汉越互
译 技 巧 》 ， 民 族 出 版 社
2.赵玉兰编著，《越汉翻译教
程 》 ， 北 京 大 学 出 版 社
2002。 3.武忠定博士（主编）、阮氏 灵秀（硕士）编者《汉越语 言文化翻译》，顺化大学出
谈判 TRUF182 武 忠 定 博 士 编
者 ， 《 商 务 谈 判》，顺化大学
——顺化外国语
大 学 中 文 系 ，
1.孙立秋, 徐美荣, 《商务谈
判》, 对外经济贸易大学出版
2.郭芳芳（主编），《商务谈
判 教 程 ： 理 论・技 巧・实
务 》 ， 上 海 财 经 大 学 出 版 社，2006。
3.喻中春，张 扬编译, 《商务
谈判禁忌大观》, 地震出版社,
TRUF192 阮 有 求 编 著 ，
《中国语言与文 化》，河内国家
大 学 出 版 社 2001。
1 程 裕 祯 ， 《 中 国 文 化 要 略》，外语教学与研究出版
2 郑卓睿,《汉语与汉文化》, 汕头大学出版社, 2004。
商务汉语方向本科系列教材的使用现状考察
商务汉语方向本科系列教材的考察对象
Business Chinese teaching is a branch of general Chinese language education for non-native speakers Despite the strong demand from learners and the theoretical research in general Chinese teaching, the theoretical study of Business Chinese remains underdeveloped Additionally, research on Business Chinese textbooks is still in the exploratory phase, highlighting the need for more structured approaches in textbook development.
As a member of the Business Chinese class, I conducted an assessment of 90 fourth-year students majoring in Business Chinese at the Foreign Languages University of Hue University, focusing on 24 courses.
商务汉语方向本科系列教材的考察方法
The current situation regarding the COVID-19 virus is complex, making traditional survey methods challenging However, the increasing prevalence of the internet has simplified the process, allowing for easier collection of public opinions from home Thus, utilizing online tools for surveys has become a more effective approach.
（google form）、手机或电脑。这是最方便的方法。
The article discusses the use of structured questionnaires for surveys, highlighting their fixed format in question phrasing, order, and response methods This written communication approach allows for quantifiable statistical results, unrestricted by participant numbers or scope The design typically offers predefined answer options, facilitating respondents' understanding of the survey content As questionnaires often employ closed-ended questions, the data collection process enables coding and data entry for quantitative analysis.
商务汉语方向本科系列教材的考察结果
2.3.1 对于授课教材进行评估
第一，关于授课教材符合本科生的水平的因素，通过考察结果如下：
图1：对于授课教材进行评估的图表
Surveys indicate that students largely agree that the teaching materials are appropriate for undergraduate levels, with 60% of students in the Business major at the Chinese Department of Thang Long University fully agreeing and 40% agreeing to some extent It is crucial to select materials that match the students' proficiency, as using overly simplistic or advanced texts can hinder learning Therefore, choosing suitable textbooks is essential for student progress and skill enhancement The findings highlight the importance of aligning student capabilities with the appropriate level of instructional materials.
第二，授课教材能够按照培训目标培养和发展专业知识与技能。
图 2 ：授课教材能够按照培训目标培养和发展专业知识与技能的图表
In evaluating the teaching materials used to cultivate and develop professional knowledge and skills in line with training objectives, survey results reveal that 37.7% of students fully agree, while 42.2% express general agreement Conversely, 13.3% of students disagree, and 6.8% remain neutral on the matter.
The course materials for the training program effectively address the diverse needs of human resources Students have provided valuable feedback on the relevance and applicability of the content, highlighting its effectiveness in preparing them for various HR challenges.
图 3 ：关于培训专业的授课教材满足人力资源多样化的需求的图表
调查表明：53.3% 的学生完全同意；42.2%的同意；0%的不同意；4.5%的无 意见。
The development of business Chinese textbooks should primarily aim to meet student needs A survey revealed that 53.3% of students believe that the teaching materials adequately address the diverse demands of human resources, with no dissenting opinions Additionally, students indicated that their main objective in learning business Chinese is to enhance their practical ability to conduct business in Chinese, followed by gaining insights into China's economic development, understanding Chinese culture in business activities, and acquiring professional skills related to business activities.
第四，授课教材的内容逐年更新以及具有创新性。
The survey results indicate that 28.9% of students fully agree, 43.3% agree, and 11.1% disagree with the statement regarding the annual updates and innovative charts in the teaching materials.
16.7%的无意见。在这问题，关于教科书，有一些教材自 2001 年以来出版了
In 2021, we recognize that language and cultural dynamics evolve over time, making it essential to update teaching materials annually This ongoing innovation ensures that educational content remains relevant and effective in addressing the changing landscape of international economic language, particularly in the context of China.
第五，授课教材保证本科生能够读研。
考研是学生知识准备的较量，知识包括基础课和专业基础课。准备过
Starting from the first year of college, students should focus on mastering their undergraduate studies It is essential to provide students with ideal textbooks that enhance their learning experience.
Setting depth and breadth in study materials is essential for gathering information about graduate school entrance exams, providing students with valuable insights This can assist students in making informed decisions regarding their academic pursuits.
A recent survey revealed that 28.9% of students completely agree that the teaching materials ensure undergraduates are prepared for graduate studies, while 62.2% also express agreement, indicating a strong overall positive perception Notably, there were no students who disagreed with this statement.
第六，授课教材的内容贴近培训计划。
图6：授课教材的内容贴近培训计划的图表
同意 不同意 41%
The content of the educational materials aligns with the training program, emphasizing the need for updated methodologies It is crucial to enhance understanding of new courses and textbooks to establish a solid foundation for curriculum reform The survey results indicate the following:
21.1% 的学生完全同意；40.1%的同意；1.13%的不同意；36.67%的无
第七，授课教材的知识与内容帮助学生深入了解有关的学科与领域。
When discussing business, it is essential to consider aspects such as law and economics, which is why current textbooks adhere to this standard These educational materials play a crucial role in helping students gain a deep understanding of their subjects and fields.
结果显示：完全同意的数量：49个 占 54.4%；同意：30 占 33.3%；不 同意：0 个学生；无意见：11占12.3%。
Figure 7 illustrates how the knowledge and content of teaching materials enhance students' understanding of relevant subjects and fields through informative charts.
第八，授课教材保证正确性与系统性。
调查结果显示：完全同意：51 个占 56.6%；同意：30 个占 33.3%；不
同意：0占 0%；无意见：9占 10.1%。
The teaching materials ensure accuracy and systematic structure, aligning with the necessary teaching equipment, reference materials, and other educational facilities.
图 9 ：授课教材保证符合教学设备、参考材料与其他教学设施的图表
结果显示：完全同意的数量：44 个占 48.9%；同意：28 个占 31.1%； 不同意：0%；无意见：8个占15%。
第十，授课教材规划合理，简明易懂。
图 10 ：授课教材规划合理，简明易懂的图表
结果显示：完全同意：30占 33.3%；同意：43占 47.8%；不同意：2占
第十一，授课教材的知识与现实生活息息相关。
The survey results indicate a strong connection between the teaching materials and real-life applications, with 32.2% of respondents fully agreeing and 33.3% agreeing to some extent In contrast, 11.1% disagreed, while a portion of participants remained neutral.
第十二，授课教材所使用的专业术语具有普遍性和一惯性。
结果显示：完全同意：41个占 45.5%；同意：36个占 40%；不同意：0； 无意见：13 个占14.5%。
图 12 ：授课教材所使用的专业术语具有普遍性和一惯性的图表
The examples provided in the textbook enhance the clarity of the expression, allowing readers to gain a deeper understanding of the content and increasing its persuasive power.
图13：教材内所举的例子使表达效果更明确，使读者更深入了解其内容,提
高说服力的图表
结果显示：完全同意：37 个占 41.1%；同意：32 个占 35.5%；不同意：
第十四，教材的理论与实践具有统一性。
图14：教材的理论与实践具有统一性的图表
结果显示：完全同意：43 个占.8%；同意：27 个占 30%；不同意 3 个
占3.3%；无意见：17个占18.9%。
商务汉语方向本科系列教材的教学建议
对中文系的建议
With the increase in global economic and trade exchanges, the number of published business Chinese textbooks has also risen, significantly improving their quality and contributing to a comprehensive Chinese language curriculum The primary focus of these textbooks is on Chinese language knowledge, business cultural insights, and language skills, making them a comprehensive resource for business Chinese The most prevalent series of business textbooks includes materials on speaking, reading, writing, case analysis, and cultural studies.
With the support of textbooks, learners can acquire various skills in business Chinese and gain comprehensive business knowledge These textbooks not only highlight the growing market demand but also reflect the dedication and enthusiasm of the Chinese language teaching and publishing sectors towards business Chinese education Furthermore, the content of these materials has expanded from covering knowledge and judgment skills related to business activities to include various aspects such as international market marketing, international business management, international business cooperation, international business law, international business strategies, international business etiquette, and international business culture.
Despite the advancements in teaching Business Chinese, the publication of Business Chinese textbooks is still in a developmental stage, which presents several issues that need to be addressed.
The primary goal of developing Business Chinese textbooks should be to meet students' needs Surveys indicate that the highest priorities for students include learning Chinese business terminology, understanding the Chinese economy, familiarizing themselves with the capital market and banking system, and improving Chinese writing skills In contrast, the lowest priorities are Chinese grammar and practical business skills Research on students' needs for intermediate Business Chinese highlights that their main objective is to enhance their language proficiency for professional purposes.
To effectively engage in business using Chinese, it is essential to acquire knowledge about China's economic development, understand the cultural nuances of business activities, and develop professional skills relevant to business interactions.
The variety of business Chinese textbooks is limited, offering few options for learners Although there has been an increase in the types of business Chinese materials in recent years, the growing interest in learning Chinese globally has outpaced the quantity and quality of these resources, leaving scholars' needs unmet.
The content of business Chinese textbooks lacks timeliness, as the rapid development of economic globalization has transformed social, economic, and cultural landscapes Many textbooks are based on outdated business practices, often focusing on import and export transactions, including contract negotiations, pricing, delivery, payment, transportation, insurance, and contract signing This results in a limited scope, primarily covering basic knowledge of business Chinese without addressing the characteristics of modern enterprises and essential features of business operations Additionally, the descriptions of relevant laws, regulations, and economic systems often do not align with current realities.
The fourth point emphasizes the importance of教材 in cultivating student abilities Business Chinese textbooks should promote active learning by selecting relevant content and balancing practical simulation activities They should provide topics closely related to student life and opportunities for social research, enabling teachers to facilitate various forms of in-depth investigations, discussions, and studies This approach not only helps students develop a comprehensive understanding of the knowledge system but also enhances their experience and improves their application skills in Business Chinese.
The task-based teaching model emphasizes the concept of "language use," requiring students to apply their language skills in practical situations Teachers should avoid merely imparting language knowledge and instead focus on enabling students to develop their language abilities, critical thinking, and collaborative skills through meaningful language tasks This approach ultimately enhances students' overall proficiency in using the language effectively.
The task-based teaching model emphasizes authenticity by centering educational activities around real-life tasks It incorporates genuine language materials into the learning environment, enabling students to engage in the learning process through task completion This approach helps students develop practical communication skills in Chinese.
对学生的建议
The demand for student learning significantly impacts the market for Business Chinese textbooks Therefore, it is essential to conduct surveys on the learning needs of different student groups Most students believe that "oral communication skills are their primary requirement for work and study, with speaking Chinese being the most frequently used language skill." However, current textbooks and teaching practices reveal several shortcomings in the highly valued Business Chinese speaking courses, primarily focusing on key areas that need improvement.
过于注重词语的讲解和词型的操练。
过于重视课文内容的理解和记忆，导致口语课精读化。
练习和表达多限于造句、完成句子。
针对课文内容的提问和复述，忽视了自己的主动性。
学习方式也单调，难以调动自己的内在动力和积极性。
Students can enhance their understanding of cultural knowledge by learning to discern and select words with varying styles and connotations within specific contexts This approach helps them grasp the cultural implications of vocabulary, differentiate between subtle nuances, and communicate effectively in Chinese Through practice and analysis of exercises, students can further improve their practical skills in Chinese business communication, reinforcing their knowledge.
Select targeted programs such as cross-talk, skits, and life-infused films to enrich your learning experience This approach not only cultivates students' emotional sensibilities but also enhances their engagement in studying Chinese business language.
Expanding vocabulary and enhancing writing skills can be effectively achieved through techniques like paraphrasing texts and picture-based composition This is particularly important because writing often reveals issues related to grammar, pragmatics, and especially the understanding and usage of vocabulary, making it an ideal context for identifying and improving these errors.
It is essential to flexibly choose appropriate reference materials and training methods based on individual characteristics and current skill levels Clearly articulating one's needs will help in finding effective solutions.
对参考教材的建议
The organization and selection of texts in teaching materials are crucial for achieving educational objectives In recent years, many Chinese business textbooks have moved beyond the traditional focus on stories, legends, and cultural background, aiming instead to reflect a strong sense of contemporary relevance, diverse knowledge, and broad appeal.
Theoretical concepts should be closely tied to practical applications in the selection of teaching materials It is essential to minimize content that is not useful in social contexts, overly complex, or beyond students' comprehension By enhancing the selectivity of learning materials, teachers can provide examples that align with students' abilities, allowing for tailored learning experiences Additionally, integrating modern educational technologies with business Chinese textbooks can significantly improve their effectiveness, especially when these materials are accompanied by audio and video resources A strong synergy between business Chinese textbooks and computer technology can lead to substantial benefits in language acquisition.
It is essential to regularly update popular Business Chinese textbooks to align with advancements in educational technology and the evolving needs of teachers and students Revisions should enhance the timeliness of the materials while preserving their original characteristics, ensuring they meet the demands for sustainable educational development Additionally, since student interest significantly impacts learning outcomes, Business Chinese textbooks must incorporate relevant content tailored to diverse student groups, all while maintaining a comprehensive teaching system.
Currently, there is a wider variety of Chinese business textbooks that incorporate more communicative activities and tasks, along with enhanced knowledge of Chinese and Vietnamese economic culture The vocabulary is more relevant to everyday life and economic activities, while the sentences are simpler and focus on practical language use It is important to avoid overly complex or overly simplistic content The grammatical structure is designed to place the present continuous tense after the subject-verb-object structure, which is more logical and beneficial for creating contextual learning environments for students.
The development of business Chinese textbooks must prioritize scientific rigor, practicality, and relevance, ensuring a strong connection between theory and real-world application Students suggest that each lesson should include an overview, commonly used sentence patterns, annotations, examples, vocabulary, and exercises The overview should be concise and focused, while the sentence patterns must be standard and authentic, presenting various expressions for the same meaning Annotations should use precise and easily understandable language, and examples should be relevant, ideally drawn from common business scenarios The exercises should encompass context-based activities such as business correspondence, sentence completion, word substitution, sentence restructuring, and fill-in-the-blank tasks.
The content of educational materials should be clearly categorized, as the topics covered in lessons can be quite extensive To integrate knowledge into language teaching effectively, it is essential to classify the content into specific themes This approach can inadvertently enhance and motivate students' initiative to learn Unfortunately, many current textbooks lack clear categorization, often organizing lessons based on grammar or issue-related needs, resulting in a disorganized structure that diminishes the practicality of the materials.
在此论文中，通过调查、统计以及分析，本人做出如下的结论：
This article explores the effectiveness of Chinese as a Foreign Language (CFL) textbooks, particularly in the context of Business Chinese It defines textbooks as essential components of teaching content, which include textbooks and workbooks Key factors influencing textbook effectiveness are identified as interpretability, creativity, and understanding students' backgrounds to enhance classroom teaching A thorough understanding of students' life experiences and prior knowledge is crucial for designing effective teaching plans Additionally, a deep interpretation of the textbooks is necessary to improve teaching efficacy The article also provides an overview of a series of 23 courses related to Business Chinese within the Chinese Language major.
In-depth research on the effectiveness of Chinese business textbooks has led to a survey on the current usage of undergraduate series textbooks for business Chinese This study collected various student opinions, which were then statistically analyzed and summarized A significant number of students suggested the need for additional exercises to enhance translation skills and recommended that the textbooks be updated annually to reflect real-world knowledge.
This paper offers recommendations for students, Chinese language departments, and reference materials, aiming to address the shortcomings of current textbooks and provide a foundation for further research in business Chinese It emphasizes the importance of cultivating students' abilities through course materials that encourage active learning and engagement The content of business Chinese textbooks should prioritize relevant topics and practical activities, allowing teachers to facilitate in-depth investigations, discussions, and research Authenticity is crucial, as a task-based teaching model centers around real-life tasks, incorporating genuine language materials into the learning environment This approach enables students to participate actively in the learning process and develop their practical communication skills in Chinese Additionally, students are encouraged to enhance their proficiency through practice and analysis of exercises.
Mastering practical skills in Chinese business language is essential for reinforcing knowledge Expanding vocabulary and enhancing writing skills, including paraphrasing texts and picture-based composition, are effective methods since writing often reveals issues such as grammatical, pragmatic, and vocabulary errors These mistakes are more easily identified and corrected in written work Additionally, it is recommended to utilize modern educational technologies that complement business Chinese textbooks, as many resources include audio and video materials A successful integration of computer technology with business Chinese textbooks can significantly enhance their effectiveness Furthermore, the content volume of these textbooks can be overwhelming; thus, it is crucial to focus on foundational knowledge and avoid overly complex or simplistic material A more logical arrangement of grammar, placing the present continuous tense after the main structure, will better create context for students.
Due to the limitations imposed by the pandemic and my proficiency in Chinese, this paper may contain some oversights and areas that require further consideration I sincerely welcome feedback, criticism, and valuable suggestions from all teachers and classmates I would like to express my heartfelt gratitude once again to everyone for their support!
[1] 韩建林 (2006) 高校学生的信息素养 电脑知识与技术出版社
[2] 梅建青 (2010) 深度解读教材是提高课堂教学有效性的前提 江苏省：
江苏教育报刊总社
[3] 韩广军（2003）.利用教材资源，提高教学的有效性 个人图书馆
[4] 周小兵&干红梅 (2008) 商务汉语教材选词考察与商务词汇大纲编写 北
京：世界汉语教学期刊
[5] 闵克香 (2019) 基于需求分析的高级商务汉语写作教材研究 以上海市
部分高校为例.上海：上海财经大学
[6] 沈峥 (2017) 初级商务汉语教材研究——以《初级实用商务汉语》和
《初级速成商务汉语》为例 湖北：湖北函授大学学报
[7] 马金科 (2007) 系列《汉语写作教程》给对外汉语写作教学的启示 云
南：云南师范大学学报(对外汉语教学与研究版)
[8] 孙雁雁 (2010) 对外汉语口语教材编写与研究 云南：云南师范大学学
报(对外汉语教学与研究版)
[9] 周扬 (2010) 初级汉语综合教材研究 东北：东北师范大学出版
[10] 王秋萍&谭丽梅 (2014) 对外汉语写作教材建设现状考察与对策分析 沈
阳：沈阳师范大学学报
[11] 刘嘉男&刘广维 (2016) 商务汉语课程设置研究.湖北：长江丛刊
[1] 商务汉语教材考察及国别化编写建议 http://cdmd.cnki.com.cn/article/cdmd-10140-1018141888.htm
[2] 商务汉语教材的出版现状与对策 https://wenku.baidu.com/view/09e15d3cf01dc281e53af0a3.html
[3] 商务汉语教材与教学探析 https://wenku.baidu.com/view/975b61d9ad51f01dc281f13b.html
[4] 什么是真正“用教材教‖ https://wenku.baidu.com/view/ca65278359f5f61fb7360b4c2e3f5727a5e92485.html
[5] 提升教材拓展的有效性 http://blog.sina.com.cn/s/blog_5fb7f38601018yg6.html
[6] 努力实现教材向教学内容的有效转化 http://www.360doc.com/content/09/1022/17/98623_7673293.shtml
《汉语专业商务汉语方向本科系列教材的使用现状》问卷调查
（针对本科生）
To enhance the quality of undergraduate courses in Business Chinese for Chinese Language majors and meet labor market demands, we invite you, as a current fourth-year university student, to provide feedback and suggestions on the teaching materials Please respond to the following questions (if you agree, please mark with an "X").
我们保证对此问卷调查内容完全保密。
II 对于授课教材进行评估
顺序 内容 完全
1 授课教材符合本科生的水平。
2 授课教材能够按照培训目标培养和发展专业知
3 培训专业的授课教材满足人力资源多样化的需
4 授课教材的内容逐年更新以及具有创新性。
5 授课教材保证本科生能够读研。
6 授课教材的内容贴近培训计划。
7 授课教材的知识与内容帮助学生深入了解有关
的学科与领域。
8 授课教材保证正确性与系统性。
9 授课教材保证符合教学设备、参考材料与其他
10 授课教材规划合理，简明易懂。
11 授课教材的知识与现实生活息息相关。
12 授课教材所使用的专业术语具有普遍性和一惯
13 教材内所举的例子使表达效果更明确，使读者
更深入了解其内容，提高说服力。
14 教材的理论与实践具有统一性。
15 授课教材设有参考文献的目录与练习题，练习
题的设计有层次性，由易到难，逐步提升大学
生的思维能力。