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【Abstract】With the analysis of the virtues of project-based learning （PBL），this thesis explores the strategy and technique based on PBL for professional English study in class.
【Key Words】project-based learning； constructivist theory； student-oriented
【摘要】本文通过对PBL优势的分析，对专业英语课堂教学中基于PBL的教學策略和教学方法进行了探索。
【关键词】项目学习法 建构主义理论 以学生为导向（中心）
1.Necessity of Reform of Professional English Teaching in Class
Professional English（PE）has been traditionally taught literally and separately，so that it has least conjunction with practical working situation.Students being taught virtually by literal sense of words feel dull and are mechanized in classroom，and discouraged to go in for positive learning，let alone imagination and creativity，and gradually lose heart with frustration.Moreover，during the whole class hour students are reluctantly fed up by teacher，thus there is barely interaction between students themselves and teacher.A survey of graduates’ performance in their job showed that this kind of model has made some of grads nearly be“a dumb boy”when facing authentic problems.
Consequentially，the reform of PE education is imperative，and the PBL is then being introduced into classroom.
2.The cutting-edge of PBL in PE Learning
Practically，PBL has been associated with the constructivist theory and the situated learning approach.In organizing PE study，PBL stresses on student-oriented model in which students often must organize their own work and manage their own time.And the designed project or tasks （coached by teacher）is consistently catering to students’ needs in their later vocational career.As well，PBL relies on vocational situation and treats the learning process as a “project”-a real-world problem，which links up with the purpose of PE，hence，the students’ interests and confidence shall be activated thanks to their early assets concerned in Chinese and the internship in this regard.To complete the project the students have to do a series of knowledge preparations.Instead of being forcedly fed up，PBL students shall attempt to explore in autonomous and＼or collaborative way by various means in class and out of class.And in the process，the English words and phrases，professional jargons，pattern of sentences and expertise，etc.would be instilled and constructed.Simultaneously，the skills and ability to learn knowledge shall be developed.Noticeably，the class learning process is transformed into an authentic or simulated working process，which is no doubt helpful to developing the vocational ability and quality of students in some degree. 3.Implementation of PBL in PE Study
Take the curricular unit Business Negotiation as an example.
The crucial work is to make a proper transformation and design a project.The project is designed with several tasks，and in the fulfillment of tasks，students shall construct or reconstruct knowledge，develop vocational ability and improve all-round quality.That is so called “Three Objectives”（TO）.
Steps：
1.Design a project throughout the entire leaning process-Conclude a Certain Transaction
with a Certain Foreign Firm.The project is framed by students with their early assets under teacher’s direction.
2.Set TO-objective of knowledge，objective of ability and objective of students’ quality（OMIS）
TO are set based on the requirements of the curriculum and the elements of the project.
3.Arrange tasks that serve and fulfill the project-send Inquiry，make an Offer，make a Counter-offer，make an Acceptance.Tasks are vehicle carrying expertise and English skills.
4.Make program.The groups having been formed work out the program based on the project and tasks designed.The teacher checks the program and offers guidance necessarily.
5.Carry out the program.Each group divides the program among members，and the assignments will be fulfilled by members autonomously and collaboratively through “learning by doing” and eventually they call it a deal，and then form a report.
6.Assessment.Groups make presentation in turn，and then the teacher makes conformity assessment based on the reports.
And students’TO are ought to be specifically embodied by those“intangible assets”that PBL
targets in PE learning： a）pleasant learning b）problem-solving ability c）teamwork spirit d）.knowledge gained e）thinking skill promoted f）innovation cultivated g）emotional harmony.
Importantly，the listed intangible assets（at least）can be used to evaluate the effectiveness of the PBL in our PE teaching through students’ feedback by questionnaire filled out by students based on their satisfaction on them.
References：
[1]He ke-kang，Teaching model，Teaching Method and Teaching Design of Constructivism.Journal of Beijing Normal University，5 volume，1997.
作者簡介：赵鲁克，男，（1957.4）河北人，副教授，研究方向：国际经贸。
【Key Words】project-based learning； constructivist theory； student-oriented
【摘要】本文通过对PBL优势的分析，对专业英语课堂教学中基于PBL的教學策略和教学方法进行了探索。
【关键词】项目学习法 建构主义理论 以学生为导向（中心）
1.Necessity of Reform of Professional English Teaching in Class
Professional English（PE）has been traditionally taught literally and separately，so that it has least conjunction with practical working situation.Students being taught virtually by literal sense of words feel dull and are mechanized in classroom，and discouraged to go in for positive learning，let alone imagination and creativity，and gradually lose heart with frustration.Moreover，during the whole class hour students are reluctantly fed up by teacher，thus there is barely interaction between students themselves and teacher.A survey of graduates’ performance in their job showed that this kind of model has made some of grads nearly be“a dumb boy”when facing authentic problems.
Consequentially，the reform of PE education is imperative，and the PBL is then being introduced into classroom.
2.The cutting-edge of PBL in PE Learning
Practically，PBL has been associated with the constructivist theory and the situated learning approach.In organizing PE study，PBL stresses on student-oriented model in which students often must organize their own work and manage their own time.And the designed project or tasks （coached by teacher）is consistently catering to students’ needs in their later vocational career.As well，PBL relies on vocational situation and treats the learning process as a “project”-a real-world problem，which links up with the purpose of PE，hence，the students’ interests and confidence shall be activated thanks to their early assets concerned in Chinese and the internship in this regard.To complete the project the students have to do a series of knowledge preparations.Instead of being forcedly fed up，PBL students shall attempt to explore in autonomous and＼or collaborative way by various means in class and out of class.And in the process，the English words and phrases，professional jargons，pattern of sentences and expertise，etc.would be instilled and constructed.Simultaneously，the skills and ability to learn knowledge shall be developed.Noticeably，the class learning process is transformed into an authentic or simulated working process，which is no doubt helpful to developing the vocational ability and quality of students in some degree. 3.Implementation of PBL in PE Study
Take the curricular unit Business Negotiation as an example.
The crucial work is to make a proper transformation and design a project.The project is designed with several tasks，and in the fulfillment of tasks，students shall construct or reconstruct knowledge，develop vocational ability and improve all-round quality.That is so called “Three Objectives”（TO）.
Steps：
1.Design a project throughout the entire leaning process-Conclude a Certain Transaction
with a Certain Foreign Firm.The project is framed by students with their early assets under teacher’s direction.
2.Set TO-objective of knowledge，objective of ability and objective of students’ quality（OMIS）
TO are set based on the requirements of the curriculum and the elements of the project.
3.Arrange tasks that serve and fulfill the project-send Inquiry，make an Offer，make a Counter-offer，make an Acceptance.Tasks are vehicle carrying expertise and English skills.
4.Make program.The groups having been formed work out the program based on the project and tasks designed.The teacher checks the program and offers guidance necessarily.
5.Carry out the program.Each group divides the program among members，and the assignments will be fulfilled by members autonomously and collaboratively through “learning by doing” and eventually they call it a deal，and then form a report.
6.Assessment.Groups make presentation in turn，and then the teacher makes conformity assessment based on the reports.
And students’TO are ought to be specifically embodied by those“intangible assets”that PBL
targets in PE learning： a）pleasant learning b）problem-solving ability c）teamwork spirit d）.knowledge gained e）thinking skill promoted f）innovation cultivated g）emotional harmony.
Importantly，the listed intangible assets（at least）can be used to evaluate the effectiveness of the PBL in our PE teaching through students’ feedback by questionnaire filled out by students based on their satisfaction on them.
References：
[1]He ke-kang，Teaching model，Teaching Method and Teaching Design of Constructivism.Journal of Beijing Normal University，5 volume，1997.
作者簡介：赵鲁克，男，（1957.4）河北人，副教授，研究方向：国际经贸。