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At present, China Business Chinese teaching materials exist behind, teaching casual, lack of practical problems, the need to strengthen research and improvement of oral teaching Business Chinese Business Chinese teaching improvement is an important breakthrough. And input from the constructivist hypothesis of view, they believe in the teaching scenario plays an important role. In these two theories, situational teaching advocated the use of scenarios to provide students with effective classroom input to help them make sense of the knowledge and skills to complete the construction, the focus of this article is the oral teaching Business Chinese Teaching in the scene. Spoken Chinese for business purposes, it has a practical, pluralism, targeted three basic characteristics, but in the current domestic colleges and universities teaching methods Teaching Business Chinese spoken mainly to go two ways: Communicative derived from task-based approach and case method teaching in the business scenario is not very fully reflect the oral teaching. Situational teaching should follow a systematic, participatory, situational priority, operability of the basic principles, it is through the introduction of scenarios, drills, use to complete the general education program. The basic scenario creation methods: in-kind creation, drawing reproduction, performance experience, language description, you can use the multimedia reproduction contexts, both inside and outside the classroom through multiple dimensions of business scenarios to maximize their learners create curiosity and true emotion, shorten the distance between theory and practice, enhance the business skills of learners. In this paper, some engaged in oral teaching business Chinese teachers and volunteers on the basis of the investigation, in order to better integrate situational approach used in commercial oral Chinese teaching, mainly on the Southwest College of Liberal Arts and Thailand, Khon Kaen University implementation of the \1 \Through this project a survey of students in the first statistical analysis, we found that: first on the classroom situation, more than 60% of the students are taught to recognize their present way; textbooks difficulty slightly too difficult; students being taken there is a big difference between teaching mode judgment: formal classroom activities situational approach has emerged embryos; due to teachers 'subjective and objective reasons equipment, multimedia usage is not high; student teachers' language professional \\Second on the student's learning needs, the learning effect of the knowledge they think they get from more to less as follows: Business expertise, practical business skills, cross-cultural knowledge and business knowledge of English language; students in classroom activities like form showed a greater dependence on teachers. Teaching on the feasibility of a third scenario, the situational approach of Commerce of Thailand for nearly half of Chinese undergraduate students are not very attractive, they are more recognized by the traditional teaching mode, so how to improve the effectiveness of classroom teaching urgent need to resolve the problem. Secondly, we found that the analysis of teaching materials: textbooks difficult, content is not novel, the lack of specific information on meaningful case studies and role play scenarios focus less learning methods. To solve these problems, we propose to reduce the difficulty of teaching, increase scenario projects, attention to the effectiveness of teaching and participatory teaching suggestions.
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