1 Preface

We discussed the importance that Chinese universities place on international exchange in their pursuit of building world-class universities, as well as the crucial role of English proficiency in this process. Since 2010, the Ministry of Education has emphasized the importance of cultivating high-level talents with international communication skills and promoted relevant educational reforms. However, traditional master's and doctoral English courses have not fully met the needs of the country and society, resulting in a disconnect between the curriculum and social demands. Experts suggest that the concept of English for Specific Purposes (ESP) curriculum may be the core of reform, emphasizing the flexibility of curriculum design and project-based teaching methods to cultivate composite talents who understand both professional knowledge and English. However, college English teachers often lack confidence when facing subject knowledge from different fields, which has become a controversial point in college English education. Based on the ESP course teaching philosophy, this article explores how to design English courses suitable for Chinese public master's and doctoral students, and how to overcome the fear of professional knowledge through this teaching philosophy, making English teaching an effective tool for cultivating high-level talents with international perspectives and communication skills.

2 Literature Review

In the 21st century, Chinese higher education is facing the challenge of cultivating international communication talents with four abilities, including language communication, cooperation, critical thinking, and innovation. The competition for international talents is becoming increasingly fierce, and China needs to improve the quality of talents to adapt to globalization. International talent related exams such as TOEFL, IELTS, etc. provide assistance for the cultivation of international talents. However, existing research has mostly focused on cross-cultural communication skills, with insufficient attention paid to the cultivation of international academic communication skills for high-level talents.

Design of Public English Curriculum for 3 Master's and Doctoral Students

Explored the reform of master's and doctoral English courses in 985 universities, aiming to cultivate the international communication skills of high-level talents. The course design is based on Hutchinson U0026 Waters' "learning centered" philosophy, emphasizing the importance of core knowledge and mutual communication skills. The course outline should cover the language abilities required by students in both academic and professional settings, such as genre proficiency, industry discourse application, discourse rhetoric, etc. Teachers guide students to master these abilities through professional projects and tasks, and test the results through course evaluations.

4 Course Evaluation

Explored the evaluation system of graduate international communication skills training courses, adopting a combination of formative and summative evaluations, emphasizing student classroom participation, group activities, and written assignments, and emphasizing the learning process. The final exam consists of an oral exam and a written exam, each accounting for 30%. The evaluation system focuses on students' productive skills, such as critical thinking, collaboration, communication, problem-solving, and innovation abilities. The course promotes innovative thinking through interaction among students from different majors. At the same time, specific scoring criteria for literature review reports, simulated international academic conferences, and final written exams are provided to ensure the operability and objectivity of the evaluation.

5 Course Effects

This chapter evaluates the effectiveness of graduate international communication skills training courses through anonymous questionnaire surveys. Out of 148 questionnaires, 145 valid feedbacks showed that students generally had a deep impression of the course. Students believe that the course has significantly improved in three aspects: 87% of students believe that their academic communication skills have greatly improved, especially in English speaking and presentation skills; Academic writing skills have made significant progress in literature review, paper introduction, and chart writing; International communication skills are exercised through reading and sharing literature, promoting the development of critical thinking.

6 Conclusion

Economic globalization and technological progress have driven talent competition. The design of graduate English courses discussed in this article aims to cultivate high-level talents with an international perspective. The curriculum design emphasizes flexibility and dynamism, based on the ESP teaching philosophy of "learning centered", and adjusts in a timely manner to meet the needs of foreign language talents in the new era. The course objectives revolve around four skills, namely international perspective, cooperation ability, cross-cultural understanding, and expression ability, to adapt to national strategies and social needs. Emphasize academic and workplace scenario simulation practice, making English courses serve the needs of the country and society.