Business etiquette course is a quality education course in colleges and universities. Through the study of this course, students can master the basic etiquette norms, guide students to standardize their own behavior, and overcome bad behavior habits, thus improving their self-cultivation and civilization. Learning and properly using business etiquette will help students pay attention to the shaping and maintenance of personal image, better and more fully display their personal qualities and elegant demeanor, and finally improve their interpersonal skills, so that they can adapt to and integrate into society faster and better after graduation.

1 Characteristics of Business Etiquette Course

The teaching content of business etiquette course mainly covers six basic modules: physical etiquette and etiquette, professional image etiquette, business social or business communication etiquette, business office etiquette, business meeting and ceremony etiquette, and business banquet etiquette, which has the characteristics of practicality and operability. Because a considerable part of the teaching content is the most common code of conduct in our daily life, it is usually easy for students to accept and understand the basic business etiquette knowledge and norms involved in the course. However, it is difficult to truly transform these etiquette knowledge and norms into students' conscious behavior, or even internalize them into their own words and deeds. Therefore, compared with other courses, the most striking feature of business etiquette course is that it is easier said than done.

In recent years, many colleges and universities pay more and more attention to quality education, comprehensively adjust the curriculum system, improve students' comprehensive quality, and offer many quality education courses, among which business etiquette course is one. However, after several years of teaching practice, the teaching effect of business etiquette course is not significant. It is not difficult to find that the traditional teaching method based on teachers' classroom teaching deviates from the practical and operational characteristics of business etiquette course, and it is difficult to achieve the teaching goal of students' integration of knowledge and practice in the teaching process. Based on this, according to the teaching characteristics of business etiquette course, this paper puts forward some suggestions to improve the teaching methods of business etiquette course in order to provide reference for the teaching reform and innovation of business etiquette course in colleges and universities.

2. According to the course characteristics and teaching content of business etiquette, a variety of teaching methods are comprehensively used.

2. 1 behavior guidance teaching

As mentioned above, the course of business etiquette itself has no profound theory. The key is how to effectively guide students to apply the etiquette knowledge they have learned to real life and work, better regulate their own behavior and develop good civilized habits. In the process of business etiquette teaching, in addition to guiding ideas through necessary lectures, teachers' behavior guidance is particularly important. The so-called behavior guidance means that business etiquette teachers should set an example, pay attention to the improvement of their own image and quality, influence and educate students through their own behavior, convince students, and set a correct example for students at the same time. A business etiquette teacher with high professional ethics, good personal image and temperament, civilized speech, elegant manners and rich etiquette practice experience can pass his own? Lead by example? Intuitively implementing etiquette education has a positive cognitive and guiding role for students, making them imperceptible.

2.2 the integration of multiple teaching materials in classroom teaching

Undeniably, no matter how practical and applied the business etiquette course is, classroom teaching is still the most basic teaching method, which can't be completely abandoned. In order to avoid the boring feeling of classroom teaching and enhance its interest, teachers should not only make their language expression vivid and wonderful, but also give full play to the advantages of multimedia teaching and flexibly use various teaching materials such as cases, videos and images to stimulate students' interest in learning. When making multimedia courseware, it is forbidden to type large paragraphs in books on the screen. Instead, according to the teaching content, the text should be combined with relevant etiquette pictures to produce certain visual stimulation for students. At the same time, according to the content of each etiquette module, reasonably insert guiding cases, discussing cases and etiquette videos to introduce, discuss and explain relevant business etiquette knowledge and etiquette norms, which can not only arouse students' enthusiasm for learning and exploration, but also help improve students' ability to analyze, solve and express problems in language.

2.3 Demonstration and behavior training

Business etiquette is an applied course, which contains a lot of operational etiquette knowledge, such as the basic norms of standing, sitting, walking and squatting in etiquette; The style of tie and scarf in dress etiquette; Etiquette requirements for introducing, shaking hands and handing business cards in business etiquette; Correct use of western tableware in business banquet etiquette. If we only rely on teachers' language expression or refer to pictures and teaching videos, it is difficult for students to really understand the above teaching contents. In the teaching process, teachers should bravely and confidently act as etiquette models, demonstrate and demonstrate the correct actions according to the teaching content, and explain the relevant action essentials and etiquette norms for students to observe and imitate.

Teachers' demonstration must be effectively combined with students' behavior training, that is, after students understand the specific practices of basic etiquette norms, they will be trained in practice. In order to enliven the classroom atmosphere and urge students to master these etiquette knowledge better, students can be arranged to practice in groups and then demonstrate in turn. After each demonstration, students will evaluate each other first, pointing out improper operation or irregular movements, and then teachers will comment.

2.4 Scenario Simulation and Role Playing

In order to make students master the etiquette knowledge they have learned, apply it flexibly in practice and effectively improve their etiquette practice ability, teachers can integrate the etiquette knowledge of each module, design different business scenarios, and let students conduct scenario simulation training in groups. Scenario simulation and role-playing are extensions of behavior training, which enable students to combine a number of etiquette norms and skills and use them flexibly by playing roles in specific situations. For example, when simulating business negotiation, business reception, business banquet and other scenes, it can involve many etiquette contents such as telephone etiquette, appearance etiquette, meeting etiquette, language etiquette, etiquette etiquette, banquet etiquette and so on. This kind of comprehensive actual combat simulation exercise is helpful to deepen students' understanding and understanding of business etiquette teaching content and improve their ability to solve practical problems.

When using scenario simulation and role-playing teaching methods, tasks should be assigned in advance. First, divide the students into groups, and then assign scenario simulation tasks, which can be the same or slightly different. After that, each group carries out role assignment, dialogue and scene design, prop preparation and so on according to their own tasks and rehearses. When the class is divided into groups, students can comment on each other first, and then the teacher will summarize. You can also record the students' scenario simulation process and make comments. Teachers can take students' comprehensive performance as the assessment basis of their usual performance when conducting behavior training and scenario simulation training, which can enhance students' attention and seriousness to a certain extent and ensure good teaching effect.

2.5 Competition and social practice

The teaching of business etiquette course should not only be confined to the classroom, but also actively carry out extracurricular teaching. For example, etiquette knowledge contests and professional image design competitions can be held regularly or irregularly on campus to promote students' interest in learning etiquette while popularizing common sense of etiquette.

In addition, actively participating in social practice is also a good extracurricular teaching method to consolidate classroom teaching effect and improve students' etiquette practice ability. Business etiquette teachers can take the initiative to contact enterprises and institutions with cooperative relations, and provide practical opportunities for students to participate in etiquette work such as venue layout and conference reception when these units hold large-scale meetings, trade fairs, celebrations and opening ceremonies. Through personal participation, they can apply the etiquette norms learned in class to practical work, and realize the combination of theory and practice, and the combination of classroom and society. While constantly improving students' etiquette operation ability and comprehensive etiquette quality, they will turn the learned business etiquette knowledge into conscious habits.

3 business etiquette teaching methods to give full play to the effectiveness of the security factors

3. 1 Professional level of teachers

At present, many colleges and universities have many teachers who undertake the teaching tasks of business etiquette courses. Becoming a monk halfway? Without systematic etiquette study and training. In addition, because the theoretical knowledge of business etiquette course is easy to master, the school is more casual in choosing teachers, ignoring the examination of its own etiquette cultivation and image. As a result, the level of business etiquette teachers in colleges and universities is uneven. Although quite a few teachers can explain etiquette theory clearly, their practical application and practical guidance ability are weak, and their teaching methods are single.

Teachers' neglect of self-image construction and lack of etiquette operation ability make the teaching content deviate from students' visual feelings, while single theoretical teaching makes students' learning enthusiasm weak and it is difficult to obtain ideal teaching results. Therefore, colleges and universities should attach importance to the selection of business etiquette teachers, regularly arrange teachers to be trained in professional etiquette training institutions or educational institutions or to participate in social practice in enterprises, and improve teachers' etiquette cultivation and etiquette teaching ability, so as to continuously improve the teaching level of business etiquette courses and achieve good teaching results.

3.2 Students' willingness and attention to learn

Business etiquette courses in colleges and universities are mostly quality-oriented public elective courses or professional elective courses. Most students think that business etiquette course is dispensable compared with professional core courses. The reason for taking this course is not because it is important to learn etiquette knowledge, but because the course content is simple and it is easy to pass credits in the final exam. Because they are not willing to learn, their attention is not enough, they are often not focused in class, and they are not active in etiquette and behavior training and scenario simulation exercises, so they deal with it. Faced with this situation, business etiquette teachers can't let it go, let alone respond passively. Instead, we should choose the teaching content of business etiquette course according to the professional characteristics of the target audience, combined with the industry needs of professionals and the future career needs of students, highlighting objectivity, practicality and applicability. When arranging teaching tasks, we should pay attention to the cultivation of key skills and try our best to meet the requirements of industry posts for talents in etiquette skills and quality. The teaching content can be divided into several teaching modules, so that students can realize the importance of etiquette in career development, solve the confusion of specific etiquette operation, and learn how to design a suitable professional image for themselves according to the characteristics of the industry. In addition, when arranging specific teaching content, we can make the course content more targeted according to the actual requirements of students' future employment and take adequacy as the measure. At the same time, in the comprehensive application of various teaching methods, we should also pay attention to the compatibility with students' majors, such as case selection, scenario design, social practice and so on. And try to choose something related to your future major, so that students' enthusiasm for participation will be fully mobilized and the effectiveness of various teaching methods will be better and more fully exerted.

3.3 Improvement of teaching facilities

In order to improve students' practical operation ability of business etiquette norms, behavior training, scenario simulation, role-playing and other teaching methods need to be adopted in teaching. Whether these teaching methods can give full play to their effectiveness depends not only on teachers' etiquette literacy and etiquette operation level, but also on the active and important degree of students' participation and the perfection of teaching facilities. For example, business meetings, business negotiations in ceremonies, business signing, venue layout and other etiquette simulation training, Chinese food and western food etiquette simulation training in business banquets, and various etiquette exercises such as standing, sitting, walking and squatting in professional image etiquette all have certain requirements for venues and facilities. In the absence of business etiquette training venues, equipment and other hardware conditions, the above simulation training can only be carried out in ordinary classrooms, which not only affects the realism of scenario simulation training, but also greatly reduces students' interest in participation. Therefore, in order to facilitate teachers to flexibly use various teaching methods and ensure the good teaching effect of business etiquette courses, colleges and universities should strengthen the construction of business etiquette training venues and constantly improve teaching facilities.

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