1 Introduction

The Ministry of Education has proposed a new strategy for the development of liberal arts, emphasizing the development of foreign language disciplines and the cultivation of international composite talents. With the "the Belt and Road" initiative, China Arab economic and trade cooperation has deepened, and the demand for business Arabic talents has increased. 45 domestic universities offer Arabic language majors, with about half offering business Arabic language courses, using models such as "major+economic and trade knowledge" to cultivate interdisciplinary talents. The existing research is insufficient. This article takes the course of Dalian Foreign Studies University as an example to explore the teaching requirements and models of Business Arabic under the background of new liberal arts, aiming to cultivate talents with cross-cultural communication and business practice abilities.

The teaching content of Business Arabic course, the cultivation of students' abilities, and the requirements for teachers

Explored the training objectives for business Arabic language talents, including a solid foundation in Arabic language, knowledge of economics and international trade, familiarity with Arab Islamic culture and the national conditions of Arab countries. The teaching content covers three aspects: economic and trade knowledge, economic and trade translation, and the national conditions of Arab countries and Islamic culture, aiming to cultivate students' interdisciplinary abilities, cultural literacy, and cross-cultural communication skills. The requirements for teachers include a composite ability in language, professional knowledge, and practical experience, as well as the ability to apply modern technology, participate in practical activities, and engage in school enterprise exchanges. At the same time, teachers also need to integrate ideological and political concepts into their teaching to promote students' comprehensive development.

Construction of Three Classroom Teaching Models

Explored the construction of the teaching mode for the course "Arab Countries' Economy and China Arab Economic and Trade Relations". The course aims to enhance students' ability to study Arabic, while focusing on teaching professional knowledge in the field of Sino Arab economic and trade, enabling students to understand the economic characteristics, overview, development level, and socio-cultural features of Arab countries, master international trade knowledge and Sino Arab economic and trade terminology, and improve their ability to analyze and research problems. The course adopts a research-based teaching method, with students at the center. Through group cooperative learning, students are guided to independently discover, analyze, and solve problems. The design of teaching activities includes five stages: introducing themes, self-directed learning, classroom learning, combining learning with application, and expanding themes. The utilization of classroom time is improved through a combination of online and offline methods. The assessment mechanism adopts a formative evaluation system, including online and offline scoring platforms, a diversified score composition system, and reform of final exam questions. The teaching effect shows that students can combine language skills with economic and trade knowledge, improve their critical thinking ability, and enhance their understanding of Arab Islamic culture. The course satisfaction is high, but there are also issues that need to be strengthened in terms of updating teaching content and enhancing the effectiveness of formative evaluation.

4 Conclusion

The importance of cultivating business Arabic language talents in the context of the new liberal arts was emphasized, and the problems in the construction of business Arabic language courses were pointed out, including the lack of a unified curriculum guide, insufficient professional teaching staff, and insufficient research on teaching content and methods. Suggestions have been put forward to address these issues, such as developing curriculum guidelines, strengthening teacher training, and hiring part-time instructors to improve the quality of education and achieve talent development goals.