2。 Literature Review

    At present, there are many researches on the current situation of Business English teaching some discussions on reform, but we do not see many papers focusing on concrete teaching modes, not alone the project teaching mode used in business English course design。

    Lin Zhidong,Wang chong and Xie Chunhui used practical data to manifest the significance of project-based teaching mode。 Similarly, Ma Fengqi and Wang Weikang discussed the purposes, process and principles of project-based teaching mode, providing an general idea of this field。 Mi Fenfang did some primary research on project-based teaching mode concerning Business English negotiation。 She proposed several innovative simulation business projects, which can make curriculum more practical and interesting。 By studying the relationship between the inpidual and group, Li Zhisong provided a method to cultivate Business English talents。 

    Based on the works above, we can see that papers for English teaching practice and research is relatively less, the project teaching mode in Business English course design is rare。 So this paper compensates the project teaching method for business English teaching。 This essay aims to explore the relationship between the project-based teaching mode and the cultivation of Business English talents。 Also it provides several effective patterns, laying solid ground for future education both theoretically and practically。文献综述

3。 Theoretical Basis for the Project-based Business English Talents 

    Projected-based teaching method is a fresh way in developing business English talents。 To further this topic, several definitions and theoretical basis will be explored in the following paragraphs。

3。1 Definition of concerning concepts

3。1。1 Project-based Learning

 Project-based learning (PBL) is a student-centered pedagogy using a dynamic classroom approach in which students gain a deeper knowledge through active exploration  of an engaging and complex course, problem, or challenge(Zhang 45)。 The elements include: key knowledge, understanding, success skills, challenging problems or questions, sustained Inquiry, authenticity, student voice and Choice, reflection, critique and revision as well as public products。

3。1。2 Business English talents

    Business English talents mean not only the great language level, but also the excellent comprehensive quality, such as the western management philosophy, working psychology and the way to work with foreigners。 This kind of talents need to have good occupation morals,  theoretical knowledge in economy and trade, a solid English language foundation and systematic international business management theory as well as a strong practical skills。 They are proficient in translation, management, teaching and research in foreign trade, foreign affairs, culture, journalism, publishing, education, scientific research, tourism and other departments。来,自,优.尔:论;文*网www.chuibin.com +QQ752018766-

3。2 Theoretical basis

3。2。1 The theory of project-based curriculum development

    The project-based curriculum development takes the theories of independent learning and situated learning as the key points。 The core idea is to allow the students to build their own learning awareness and context through their learning experience。 There are three theoretical bases: First, the adjustment of the learning process, which indicates practice should be put at the first place。 It is proposed from the perspective of adaptation theory, which concentrates on the importance of the practice in students' learning。 Second, the focus on developing students’ initiative。 Situational learning theory emphasizes that teachers should take the students as the main characters in classrooms, encouraging the enthusiasm of students。 Third, the improvement of the comprehensive level of students in the real occupational situation。 Situated learning theory holds the opinion that students can only learn from the real work environment。 The ultimate goal is to fulfill their roles in future positions。 Therefore, project-based curriculum development in higher vocational education should pay attention to practical skills。 By taking practical training bases or enterprises as a classroom for students to learn, we can make full use of environmental factors to improve students' comprehensive quality, and achieve all-round development。