商务汉语作为一门专门用途汉语课程，近年来在英国高校汉语教学中有了较大发展。内容教学法（Content-based Instruction）已在美国本土沉浸式汉语学习项目中得到广泛应用，但在专门用途汉语教学领域总体研究成果较少。笔者在伦敦大学亚非学院（SOAS）在线实习期间，发现该院开设的商务汉语课存在学生主体作用不明显，教学实践环节和教学测评形式单一，商务、语言和文化教学有机融合不充分等问题。有鉴于此，本研究以伦敦大学亚非学院商务汉语课为例，对内容教学法在商务汉语教学中的应用情况进行探讨，优化课程教学设计，使之更好地实现“让学生能够理解商务语言、表达（演讲和写作）对某一商务文化的看法和利用在线中文资源提高商务知识与技能”的教学目标，同时为内容教学法在英国高校商务汉语课中的应用提供参考，也为其他汉语实习教师提供建议。
本研究包括六个部分：第一章绪论，选题缘起、研究意义和研究方法，对“内容教学法”和“商务汉语”进行概念界定，对内容教学法的应用模式、内容教学法在第二语言教学和国际中文教学中的应用进行评述。第二章阐述伦敦大学亚非学院、伦敦大学亚非学院汉语课和商务汉语课的概况，从商务汉语课程特点和教学原则两方面分析内容教学法应用于商务汉语课的适切性。第三章从学期前课程教学准备、学期中课程教学实施和学期后课程教学评估三个环节展示教学设计，采集数据并做分析。第四章选取四个典型案例，呈现基于内容教学法的商务汉语课教学实施过程。第五章基于师生双方的问卷调查和半结构式访谈，评估教学效果。第六章总结内容教学法应用于商务汉语教学的优势与不足，为优化内容教学法指导下的商务汉语教学设计及应用提供建议和参考。

Business Chinese, as a specialized Chinese language course, has made significant progress in Chinese language teaching in British universities in recent years. Content-based Instruction has been widely applied in immersive Chinese language learning programs in the United States, but there are relatively few overall research results in the field of specialized Chinese language teaching. During my online internship at the School of Asian and African Studies (SOAS), University of London, I found that the role of students as the main body in the course of Business Chinese is not significant, the teaching practice and evaluation forms are single, and there is an imbalance in teaching business, language, and culture. In view of this, this study takes the Business Chinese course at SOAS as an example to explore the application of Content-based Instruction in Business Chinese teaching, optimize the course teaching design, and better achieve the teaching goal of "enabling students to understand business language, express (speech and writing) their views on a certain business culture, and use online Chinese resources to improve business knowledge and skills". At the same time, it provides reference for the application of Content-based Instruction in Business Chinese courses in British universities, and also provides suggestions for other Chinese intern teachers.
This study consists of six parts: Chapter 1 Introduction, the origin of the topic, research significance, and research methods. The concepts of Content-based Instruction" and "Business Chinese" are defined, and the specific application models and applications of Content-based Instruction in second language teaching and international Chinese education are evaluated. Chapter 2 elaborates on the overview of Chinese language courses and business Chinese courses at SOAS, and analyzes the appropriateness of applying Content-based Instruction to business Chinese courses from two aspects: the characteristics and teaching principles of business Chinese courses. Chapter 3 presents teaching design from three aspects: pre semester course teaching preparation, mid semester course teaching implementation, and post semester course teaching evaluation. Data is collected and analyzed. Chapter 4 selects four typical cases to present the teaching implementation process of Business Chinese course based on Content-based Instruction. Chapter 5 evaluates teaching effectiveness based on questionnaire surveys and semi-structured interview data and feedback from both teachers and students. Chapter 6 summarizes the advantages and disadvantages of applying Content-based Instruction to business Chinese teaching, providing suggestions and references for optimizing the design and application of business Chinese courses under the guidance of content teaching method.