Business Chinese is a high -level language course with a cross -disciplinary nature as a second language teaching，It is rich in language knowledge，And both practical operation，It aims to cultivate learners' multiple knowledge skills and comprehensive communication skills。Due to the special characteristics of this course，The linguistic world has been exploring and studying related teaching methods and teaching effects。In recent years，Professor Stanard of Clarkson University in the United States and several other educational circles.，After many experiments and revisions，Designed a set of interdisciplinary "The Inquiry Learning Model"，Very worthy of business Chinese courses for reference。

In the empirical research of various discipline teaching，Inquiry teaching strategies are better than traditional passive teaching strategies to make learners gain a lot of gains。d. minner and A. Levy and other scholars conducted data analysis on 138 teaching methods and the four -year follow -up results tracking confirmation，Finally discovered: with the help of the inquiry teaching strategy，The theme of inquiry will have a deeper understanding and cognition，and still maintain independent collection after many years、Organize、Research、Summary of the ability of data literature。The interdisciplinary "exploring teaching mode" created by Professor Sneder has carefully planned the focus problem and a series of prompt information through teachers，Let the learner explore and obtain knowledge in repeated questions with group discussions。This inquiry teaching bet365 Play online games mode should exactly the teaching goals of business Chinese。Business Chinese is a special purpose used in business communication occasions，While strengthening learning, speaking, reading and writing and other words and skills，Pay attention to cultivating learners' cross -cultural communication ability is also an important content of this course。The teaching goals of business Chinese are designed to cultivate foreign learners' ability to use Chinese in the business environment for cross -cultural communication。Therefore，Apply the teaching mode to the business Chinese course，It will help learners form cross -collaborative language thinking，Promote it to achieve a better level of cross -cultural business communication ability。

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Exploring the teaching mode can help enhance the understanding and use of the knowledge of business Chinese knowledge。In the process of obtaining the second language，The reasoning strategy of cognitive learning strategy shows: learners can use the original knowledge and newly acquired language knowledge，Breeding in reasoning or interpretation reasoning and analysis、Introduction and other thinking activities，To achieve the internalization of rules。Therefore，Teachers can be based on the learners' cognitive psychological laws，From a global perspective，Carefully design a focus business problem that can stimulate learners' curiosity and explore interest in the beginning。The answer to this focus business question is only the teaching goals of the classroom in the classroom，and after completing the cross -cultural communication exercises, it can only be analyzed。

At the same time，Teachers can select a few prompt information based on the content of the lectures bet365 Play online games and classroom teaching，To guide learners to self -explore the final answer to the focus of the problem step by step。These prompt information should help learners to appropriately review the learned business Chinese knowledge，It can also help learners to gradually understand and master new knowledge points。Teachers need to arrange this information in the order gradient that gradually points to the final answer，Gradually displayed in the lecture and practice of core knowledge points，Let learners gradually deepen the internalization and memory of target knowledge points through group discussions and free questions。Teachers when information prompts and questions feedback，Just answer the learner "Yes" or "No"，The active rights of learning and cognition are fully handed back to the learner's hands，Promote that learners make full use of learning knowledge and spontaneous thinking and cooperation exploration，Finally, improve its comprehensive application ability for target knowledge points。

　　Cultivate learners' self -examination consciousness

Build a business Chinese inquiry teaching mode，helps to exercise the ability of learners to express ability and cross -cultural communication ability。During the lecture,，When the prompt information prepared by the teacher is more than half or when the display is completed，Teachers allow learners to make a quick summary，Amend the group conclusion，and invite group representatives to the stage to state a speculation and reason。State stage in the group，Teachers can correct the voice of the learner by correcting the learner、errors in vocabulary and grammar，Emphasize and highlight the accuracy of the core words in the teaching goals，Let the learners absorb and digest the knowledge of Chinese business and culture in Bet365 lotto review the continuous language expression，Forms the way of thinking that adapted to Chinese business communication。At the same time，Group statement and teacher review link will form a miniature competitive mechanism，Further stimulates near -view motor，Better to mobilize learners' cross -cultural communication enthusiasm。

At the end of the course，Teachers can make the final answer to the focus of business questions，To test the learners have achieved teaching goals that understand Chinese knowledge and enhance cross -cultural communication capabilities。According to the content of the course，The final answer to the focus of business questions can be objective and unified，It can also be subjective and diverse，The answer of the learner is just similar to the teacher’s answer。And the learner's self -evaluation and assignment completion，On the one hand, it can encourage and cultivate learners to form self -examination、The ability to adjust and improve，On the one hand, it can promote the creative use of target knowledge points to cross -cultural communication。Multiple rounds of training through oral and writing，Learners can deepen the deep understanding of business Chinese knowledge and language.，Learners can enhance the understanding of Chinese business culture，knowledge quantity to expand business Chinese，Cultivation of comprehensive analysis and creative use Chinese language expresses and business communication ability。

　　Create a flexible and multi -dimensional classroom learning atmosphere

The inquiry teaching mode of business Chinese also helps to create a classroom learning atmosphere for multi -dimensional cooperation between teachers and students。During the teaching process，Learners need to actively participate in group discussions and conclusions according to the teacher's prompts。In order to obtain teachers' Bet365 lotto review recognition in the group statement，Most learners will find information by themselves、Ask your companions or ask teachers to improve your point of view，Work hard to participate in classroom learning。Therefore，Under the interaction between teachers and companions，Learners can draw business Chinese knowledge multi -dimensional，Make yourself not only a participant in learning，It also became a co -creator。

Another，Business Chinese Inquiry Teaching Models can be based on prompt information and discussion duration，Flexible use to a continuous theme business teaching or a part of a business Chinese class。In continuous theme business teaching，Teachers can display some prompt information in each lesson，Let the learners always maintain the inquiry interest of focusing business issues for a long time，At the same time, it also guarantees the correlation and integrity of the theme business teaching content。Teachers can also adopt the inquiry teaching mode，Use one or two carefully designed prompt information to quickly introduce the learner into the business teaching situation; or at the end of the course，Through a series of tips and discussions，Effective assessment of the teaching effect of the business Chinese course of this church。In order to enhance the authenticity and fun of teaching content，Teachers can also create a specific business and communicative situation in the prompt information，Try to create a variety of changeable business Chinese learning context，Stimulate the leading nature of learners，Help learners understand business Chinese knowledge multi -dimensional。

　Continue to promote the teaching mode exploration

In business Chinese teaching，Teachers need to promote learners to be proficient in Chinese, speaking, reading, writing and writing various language skills，Bet365 app download Also exercise learning to use cross -cultural thinking to conduct teamwork and effective business communication。Only incorporate advanced teaching concepts and flexible teaching thinking methods into the teaching process，Strive to cultivate the ability of learners' self -exploring and courageous communication，Only the above teaching goals can be combined into one。

Of course，This teaching mode also has certain limitations。Teachers need to spend more energy to reorganize the content of lectures and business Chinese knowledge points，Design a distinctive prompt message。Another，This teaching mode focuses on promoting learners' spontaneous inquiry learning，The practice and application of business Chinese knowledge points also need to increase attention，During the lecture process, it is still necessary to combine with other teaching modes to improve this teaching content。Last，Also pay attention to getting a balance between the fun and the difficulty of the knowledge of the classroom。How to design an interesting and interesting limited prompt information in the scope of teaching content and less classrooms，It is the core question that teachers need to think deeply。Therefore，We also need to conduct follow -up tracking research，Continuous exploration and development in teaching practice。

　(This article is the 2019 Ministry of Education Humanities and Social Science Fund Youth Project "Research on the Effectiveness of Chinese Teacher Classroom Behavior based on multimodal discourse analysis theory" (19yjc740022) phase results)

(Author Unit: Academy of Literature of Suzhou University)