【正文】 knowledge and broadening extra curricular activities. Teachers together with students visit the pany and factory to understand more functional running and operation in business so that they can put learned theory into real practice, and have sensible and sensitive attraction. Group discussion, tutorial, case study, interactive session are all concrete forms and teaching method to meet personalized needs of students. Multimedia used in teaching prevails in all learned subjects. Its application is integration of traditional teaching method and information technology. Students are expected to benefit from multi teaching ways and synthesizing their capacity and aptitude. Course and Module Design By virtue of cooperation in running school, students in third year are required to finalize last eight subjects scheduled by CQU. Eligible students plete thesis writing and dissertation after passing eight modules in order to obtain degree honors. 上海交通大學(xué)本科畢業(yè)論文 The Role of Business English in the international Logistics 第 11 頁(yè) 共 28 頁(yè) ● Strategic Management ● Business Finance ● Management Accounting ● Human Resource in Organizations ● Work in the 21st Century ● International Marketing ● Entrepreneur Innovation ● Applied Business Research Above are eight pulsory modules for third year students to undergo. As far as course and module design are concerned, both launches these on the basis of student interest and marketoriented. Australian Education Ministry empowers local government and universities to initiate and establish programs and courses mitted to be in conjunction with theory and real practice and to meet the following coherence. ? The course is needed to fit the jot market. ? The course is to activate and motivate students. ? The course is in consistent with petence and acmodation of the school. ? The course is approved by government and authority. Course and module design is on the basis of bilateral research and exploration. Not only do they meet CQU’s academic requirement, but also benefit with RDI’s students. Course and Teaching Evaluation Significance of Course and Teaching Evaluation Good teaching encourages student learning in high and efficient way and motivates active engagement in the subject. Evaluation is about course and teaching. It is a process by us to collect information and evidence about teacher’s work and make appropriate judgment. A fundamental responsibility of all academic staff is that of course and teaching. Course and teaching are defined to include not only classroom performance but also contains the design and implementation of the curriculum and course. Student feedbacks are one of key source data to evaluate course and teaching. Evaluation between CQU and RDI can be used for two purposes. a) To identify and clarify weakness or other drawbacks in course and teaching wit an observation 上海交通大學(xué)本科畢業(yè)論文 The Role of Business English in the international Logistics 第 12 頁(yè) 共 28 頁(yè) to the development, remediation and improvement in course and teaching area. b) To make judicious conclusion about the quality of course and teaching for demonstrating evidence of promotion and career development. Research Scope and Target Respondent The target respondents are RDI’s third year degree students in joint program of CQU. Research scope is containing six categories of hypothesis and investigation. The first is to focus on clear course objective and criteria. The second is to explore suitable learning burden and task given to students. The third is to investigate correct course and performance assessment. The fourth is to survey sound implementation of good teaching. The fifth is to know regular teaching method. The sixth is to probe cognitive circumstance of teaching module. Research Method and Evaluation Design Course and teaching evaluation of CQU and RDI is to adopt questionnaire investigation for the purpose of collecting student feedback data. Simultaneously, individual interview and consultation to related material and literature are also applied to sort out and analyze. Taking course and teaching evaluation in academic year 2021 for example, evaluation staff of RDI distributed 202 pieces of questionnaire and retrieved valid 200. In accordance with principles of effectiveness and prehensiveness, we design questions covering clear goal and criteria, good teaching, correct assessment, learning strategy, learning resource, appropriate course framework and structure, individual effort and other facets to collect evidence and make scientific probe and research. Staff printed out about 202 pieces of questionnaire after pleting design and piling sequence of questions. Meantime, special statistical processing work and software, appropriate equipment was setting up for usage. Research Data and Oute The following charts elucidate research data and oute of evaluation jointly conducted by CQU and RDI in 2021. The statistical software prehensively analyzed the data and generated 上海交通大學(xué)本科畢業(yè)論文 The Role of Business English in the international Logistics 第 13 頁(yè) 共 28 頁(yè) evaluation result by the system. (李孟媛 , 2021) Chart 1 Clear Course Objective and Criteria Statistics (202 students) Clear Course Objective and Criteria Statistics surveyed questions Evaluation Survey（ percentage of specimen） agree strongly agree neutral disagree disagree strongly Does not apply The aims and objectives of this course were clearly identified in the course profile. 35% 30% 20% 8% 2% 5% This course encouraged people to respect one another value and beliefs. 40% 38% 12% 2% 1% 7% The course content was structured and delivered in ways which assisted, my learning. 38% 37% 15% 7% 3% 5% Chart 2 Suitable Learning Burden and Task Given to Stude