Discussion on the Significance and Paths of the Project―based Construction of Tr

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Abstract. Promoting the project-based course construction in the field of vocational education can make the contents of vocational education courses closely adapt to the demands on job competences. Also， it can help students to establish a tight connection between the learnt course contents and the job tasks， effectively foster professional ability， improve the interest of students in learning， and cultivate a good style of study.

Keywords： Major Courses； Project-based Construction； Trade and Commerce Courses

1. The Meaning of Project-based Course

Project-based course refers to not only a course form that is constructed according to specific project and the "teaching， learning， and doing" integration， but also a complete "working process" for students to receive tasks， independently fulfill tasks， demonstrate achievements， and carry out learning， conclusion and evaluation.

Also， project-based course can refer to a learning subject that is centered at project in the selection and organization of course content and requires students to complete project. Also， it can be understood as a professional course system design that is based on the analysis of job tasks and professional ability and receives an overall optimization. The objective of the project-based courses of vocational education is not only to realize the project orientation of the contents of a course， but more importantly to establish a scientific project-based course system.

2. Significance of Project-based Construction of Trade and Commerce Courses

At present， there are still a great number of shortcomings in the studies on the project-based construction of trade and commerce courses. In the studies on the existing project-based courses， high importance is attached to carrying out analysis and discussion on courses system from a macroscopic structure， and also corresponding countermeasures and suggestions are proposed. However， there are no sufficient and detailed studies on job task analysis， course structure arrangement， project learning design and other micro links that are very important in the development of project-based courses.

The investigations on trade and commerce programs such as international trade， marketing， e-commerce and business English show that the groups of jobs for trade and commerce programs tend to obviously feature diversified and homogeneous. This has a very close relationship with the factors such as the unobvious courses arrangements and program characteristics of vocational education colleges. Therefore， in the development of the project-based courses of trade and commerce programs， it is necessary to ascertain the groups of jobs first based on the three principles （i.e. relevance， employment proportion and proper quantities）， and then carry out the analyses on work tasks， determine the typical work tasks and transform them into a course structure in the field of learning， and finally compile course textbooks based on task driving.

3. The Process of Project-based Construction of Trade and Commerce Courses

The development of the project-based courses of trade and commerce programs in vocational education colleges is a process of making an in-depth analysis on work tasks and converting them to courses in the field of learning through the project form based on social demands and the investigations on the groups of jobs.

3.1. Analyzing job tasks and clearly defining work structure and ability requirements

It is necessary to organize industrial and enterprise experts and a small number of course experts at different natures and levels， who are corresponding to jobs of students， to carry out discussions and exchanges on the work tasks of a job （groups of jobs） and introduce and classify work tasks with THE DACUM method， and ultimately produce a work task analysis table including clear and explicit contents and layers. On this basis， work tasks can be decomposed into modules of different levels. Here， international trade program is taken as an example for explaining the process of analyzing work tasks in the development of trade and commerce courses. Also， brainstorming is one of the most effective methods in the analysis of work tasks. The detailed operations are as follows.

3.1.1 Determining the groups of jobs necessary to analyze

After the analysis， refinement and integration based on the three principles of the groups of jobs， the groups of jobs for the international trade program of higher vocational education are as follows.

3.1.2 Inviting industrial experts with representativeness

Industrial experts have to be the actual personnel having working experience in this job for 3-5 years， and are better to be management personnel. A seminar is divided into four steps： identifying the scope of the main tasks of each jobidentifying the single tasks as well as task behaviors in the scope of the main tasksreviewing modifications and making confirmationevaluating the importance grades of tasks and the use frequency of all task behaviors.

3.1.3 Experts are responsible for improving working job tasks analysis table and identifying typical job tasks

In general， experts in education comprise of course research experts and key teachers. The main tasks of improving the job tasks analysis table mainly include the modification on improperly-expressed terms， conclusion and merging on the same tasks， and making up the tasks not analyzed completely.