1 Introduction

Business English majors need to cultivate critical thinking skills, and international business negotiation courses can effectively enhance this ability through case teaching. However, in actual teaching, there are problems such as teachers focusing on theory and low student participation, resulting in poor effectiveness in cultivating critical thinking ability. The case teaching activity chain includes asking questions, researching materials, discussing and summarizing, and presenting conclusions, but students have difficulties in researching materials and group discussions. Teachers need to effectively implement teaching activities and promote the achievement of critical thinking goals. This article takes the case of "Identifying Leverage, Enhancing Value - Negotiation of Supply Chain Service Fees" as an example, and adopts the output oriented approach theory to explore the integration strategy of theoretical knowledge and critical thinking ability cultivation from three dimensions: precision, progressiveness, and diversity.

2 Lesson Design Basis

This article explores the importance of critical thinking skills in teaching international business negotiation cases, and based on the definitions of domestic and foreign scholars, divides critical thinking skills into three core skills: analysis, reasoning, and evaluation, covering ten sub skills. At the same time, the introduction of POA theory emphasizes its role in cultivating critical thinking ability, including the combination of learning and application, improving classroom efficiency, cultivating key abilities, and the concept of output as the goal. The POA theoretical system consists of three parts: teaching philosophy, teaching assumptions, and teaching process. The facilitating link is the core of the teaching process and directly affects learning outcomes. When designing teaching activities, teachers need to consider the principles of precision, progression, and diversity to ensure that the teaching activities are aligned with the output goals of critical thinking, effectively fill the gap in student output, and build scaffolding for students to help complete output tasks. This study aims to address the issue of how to effectively cultivate critical thinking skills in case teaching.

3. Design and Improvement of First Round Lesson Examples

In the "First Round Lesson Design and Improvement" chapter of the paper, the research team followed the process of identifying problems, designing teaching activities, implementing and providing feedback, and adjusting teaching design to conduct international business negotiation case teaching for business English majors. The first round of teaching used a negotiation case between a foreign trade group and a hospital to promote the development of students' critical thinking ability through the design of diverse activity chains. However, upon reflection, it was found that the activity design deviated from the goal of speculative output, the scaffolding was improperly constructed, resulting in an increase in cognitive load, and the diversity of activities did not bring the expected results.

Implementation of the second round of teaching promotion activities

The design of the second round of teaching promotion activities includes case introduction, case introduction and problem posing, explanation of new knowledge, case discussion and problem solving, and presentation of case results. In the case introduction stage, the teacher guides students to understand the value of supply chain services through questioning, laying the foundation for subsequent discussions. In the process of case introduction and problem posing, students understand negotiation cases by filling out forms and analyze the leverage advantages of the group in negotiations. Explaining new knowledge, teachers demonstrate ways to identify negotiation levers, and students explore potential advantages of the group through brainstorming activities. Case discussion and problem-solving session, where students are grouped to discuss the group's competitive advantages and pricing issues, with guidance provided by the teacher. In the case results presentation section, the group presents the discussion results, analyzes the group's leverage advantages, and prepares for group peer evaluation.

Reflection and Summary of 5 Lesson Examples

69 students' feedback on the "Negotiation Leverage" unit lesson was collected through a questionnaire survey, and students generally believe that case introduction and explanation of new knowledge activities are helpful for understanding, connecting with reality, and practical application. Student feedback shows that case introduction laid the foundation for subsequent analysis, while the activity of explaining new knowledge through interaction and examples enhanced students' understanding and stimulated their sense of participation. Teaching reflection points out that case teaching should be layered like peeling an onion, starting from the goal of critical thinking ability, gradually analyzing students' difficulties, and solving problems in a targeted manner. At the same time, teachers should balance the diversity of input materials and the concentration of students' attention in teaching, avoiding overemphasizing preset goals and limiting students' autonomy. In addition, the teaching plan should provide personalized learning methods and strategies for different students' knowledge levels and critical thinking abilities to better support the development of students' critical thinking skills.

6 Conclusion

Lesson study emphasizes that teachers should fully understand the learning situation, clarify the goals of critical thinking output, and design teaching activities to cultivate critical thinking ability. Teachers need to break down goals into sub goals, provide input materials, build scaffolding, and promote the improvement of students' critical thinking abilities. At the same time, activity design should have diversity, stimulate student participation, and promote output ability in different scenarios. However, it is important to avoid overly precise alignment of goals, which can lead to closed teaching and limit students' thinking diversity. Future research needs to explore how to achieve the organic unity of precision, progressiveness, and diversity in teaching activities.