跨文化商务交际中的职业能力与文化认同建构——成果导向与数智赋能的混合式教学模式研究

Professional Competence and the Development of Cultural Identity in Cross-Cultural Business Communication—A Study on a Blended Learning Model Based on Outcome-Based Education and Digital-Intelligent Empowerment

摘要: 针对高职商务英语教学中学生显性职业能力短板与隐性文化认同缺失的双重困境，文章立足职业教育数智化转型与产教融合背景，探索了基于成果导向(OBE)理念的混合式教学改革。研究依托智慧教育平台，逆向重构了涵盖语言、商务和跨文化的三个维度的评价指标和“线上预学–线下深学–线上拓学”的三段式教学模式。通过为期一学期的准实验研究与多源数据分析表明，该模式有效打通了知识获取与素养内化的时空壁垒，不仅显著提升了学生的商务实操水平与跨文化适应性，更极大地激发了自主学习的内生动力。为高职商务英语教学由知识本位向能力本位的转换提供了可操作的实践范例，对高素质技术技能型商贸人才的培养具有积极的借鉴意义。

Abstract: Addressing the dual challenges faced by students in vocational college Business English courses—namely, explicit gaps in professional competencies and an implicit lack of cultural confidence—this paper explores a blended teaching reform based on the Outcome-Based Education (OBE) philosophy, set against the backdrop of the digital and intelligent transformation of vocational education and the integration of industry and education. Leveraging a smart education platform, the study reverse-engineered assessment indicators covering three dimensions—language, business, and cross-cultural competence—and developed a three-stage teaching model comprising “online pre-learning - in-person in-depth learning - online extension learning.” A one-semester quasi-experimental study and multi-source data analysis demonstrate that this model effectively breaks down the temporal and spatial barriers between knowledge acquisition and the internalization of competencies. It not only significantly enhances students’ practical business skills and cross-cultural adaptability but also greatly stimulates their intrinsic motivation for self-directed learning. It provides a practical model for the transition of Business English instruction in higher vocational education from a knowledge-centered to a competency-centered approach, offering valuable insights for the cultivation of high-quality, technically skilled business professionals.