随着我国经济的快速发展，中美两国的贸易往来也不断增加，使得美国人对汉语的学习越来越重视，特别是商务汉语方面的需求日益增长。海外的在校大学生，将来面临找工作的问题，他们认为学好汉语，尤其是商务汉语，是找工作时的加分项。所以在学习普通汉语的基础上学习商务汉语成为热门选项。 笔者从Gettysburg College中级商务汉语课程教学实际入手，运用任务型教学法进行海外商务汉语教学设计研究，设计出商务交际型、商务写作型、商务文化实践型3类任务，全部课程包括15个商务交际型任务，13个商务写作型任务，4个商务文化实践型任务，并在任务实施过程中，将任务分为任务前、任务中、任务后三个阶段，为海外商务汉语课程教学设计提供可操作性建议，供教师参考。 全文分为四章，第一章是绪论。第二章是对Gettysburg College学校整体情况的介绍，以及任务型教学法在中级商务汉语课中的应用介绍，主要包括三类任务实施过程的介绍和三类任务的教学案例分析。第三章是任务型教学法在中级商务汉语课中的应用效果评价。第四章是结语。 本研究得出四点结论：1.任务型教学法在商务汉语教学中有比较突出的优势；2.贴近学生生活实际的任务，获得学生较高的认同。3.细化任务步骤，可以保证任务实施的进度与效果；4.合理分配不同类型任务在课堂中的比例，促进整体教学目标的实现。 根据所得结论，对教师教学提出了五点建议：1.针对水平不一的学生设计任务主题，留给学生自主发挥空间；2.选用内容丰富的教材，结合课外材料，设计课外实践活动；3.设计任务前应该进行课前调查了解学生，结合学生需要设计任务；4.合理设计任务类型和数量，严格把控任务的实施过程；5.细化任务评价标准，合理评价学生学习效果。

With the rapid development of China's economy, the trade between China and the United States has increased, making Americans pay more and more attention to the study of Chinese, especially the demand for business Chinese. College students overseas face the problem of finding a job in the future. They think that learning Chinese well, especially business Chinese, is a plus item when looking for a job. Therefore, learning business Chinese on the basis of learning ordinary Chinese has become a popular option. The author starts with the practical teaching of the Intermediate Business Chinese course of Gettysburg College, and uses the task-based language teaching to conduct overseas business Chinese teaching research, and designs three types of tasks: business communication type, business writing type and business culture practical type. All courses include 15 business communication tasks, 13 business writing tasks, 4 business culture practical tasks, and in the process of task implementation, the tasks are divided into three stages: pre-task, task, and post-task, providing training for overseas business Chinese course design and operational suggestions for teachers. The full text is divided into four chapters, the first chapter is the introduction. The second chapter is the introduction of the overall situation of Gettysburg College, and the application of task-based language teaching in the intermediate business Chinese class. It mainly includes the introduction of three types of task implementation process and the teaching case analysis of three types of tasks. The third chapter is the evaluation of the application effect of task-based language teaching in the intermediate business Chinese class. The fourth chapter is the conclusion. This study draws four conclusions: 1. The task-based language teaching has outstanding advantages in business Chinese teaching; 2. It is close to the actual task of student life and obtains high recognition from students. 3. Refine the task steps to ensure the progress and effect of the task implementation; 4. Allocate the proportion of different types of tasks reasonably in the classroom to promote the realization of the overall teaching objectives. According to the conclusions obtained, five suggestions for teaching are put forward: 1. Designing task themes suitable for students of different levels, leaving students their own space to play; 2. Selecting rich textbooks and combining extracurricular materials to design extracurricular activities; 3.Before designing the task, pre-class investigation should be conducted to understand the students, and teacher should design tasks according to the students’ needs; 4. Teachers should design the type and quantity of tasks reasonably and control the implementation process of the tasks strictly; 5. Refine the task evaluation criteria and evaluate the students' learning effects reasonably.