First, the significance of business administration practice teaching in colleges and universities

Practice teaching is a teaching method corresponding to theoretical teaching, an important guarantee to promote students' transformation from theoretical knowledge to practical ability, and an important content of teaching reform in colleges and universities, especially those aiming at cultivating applied talents. Therefore, promoting the practical teaching of business administration in colleges and universities is of great practical significance for promoting teaching reform and realizing the goal of talent training. Specifically:

(A) help to enhance the effectiveness of theoretical teaching

The theory is abstract and general, which leads students to think that the theory is obscure and even useless, thus ignoring the importance of theoretical course learning. The practice teaching of business administration in colleges and universities adheres to the principle of practice first and integration of teaching and learning. In practice teaching, students can use their knowledge to make decision analysis in complex and changeable scenes through role-playing, scenario simulation, cases, system software operation and participation in the daily operation and management of enterprises. "Let students connect all the management links, understand the position and role of a link in management activities, experience real management scenarios, and achieve knowledge mastery and leak detection." 1 in addition, students can better understand the employment needs of employers in the process of practice, return to school with a solid attitude, and use the experience gained in practice to study theoretical courses, so as to achieve the goal of combining theory with practice.

(B) to mobilize the enthusiasm and initiative of students.

The discipline of business administration has its particularity. Knowledge points come from enterprise management experience and are closely related to enterprise entities. Therefore, in business administration teaching, rich practical teaching forms can make students feel as if they are in a real enterprise situation and realize the connection between theory and reality, especially the practical forms with problems and tasks make students have to integrate theoretical knowledge, from passively accepting knowledge to actively using knowledge to analyze and solve practical problems, which greatly mobilizes students' enthusiasm and initiative, and realizes the transformation from teachers' requirements for students to students' active requirements for learning. Practice teaching is the best bridge between teachers and students. In this process, it is easy for students and teachers to form a close and trusting teacher-student relationship, which is more conducive to stimulating students' learning enthusiasm and initiative.

(C is conducive to improving students' practical ability and competitiveness.

In the practical teaching of business administration, teachers provide students with a business environment under the condition of market competition. The practical goal is mainly to solve practical problems and tasks. Group confrontation is mostly carried out in the form of teams, fully tapping students' personal advantages and integrating the team's ability to cooperate with others. Team members need a reasonable division of labor and cooperation. Students can participate in a large number of simulated training in the listed off-campus practice teaching base, and even participate in the actual business decision-making process of enterprises, gradually master and flexibly use various competitive strategies and means, and enhance their cooperation, communication and coordination capabilities. At the same time, the "pre-employment" mode of teaching practice base will also effectively enhance the employment competitiveness of students majoring in business administration, lay a good foundation for future work and shorten the distance from actual work. [2 1 After graduation, students can quickly adapt to and be competent for the daily operation of enterprises and meet the needs of employers.

Second, the main problems in the practice teaching of business administration in colleges and universities

At present, the practical teaching of business administration major in most universities mainly relies on two modes: on-campus simulation practice and off-campus base practice. These two practical modes have played an important role in the cultivation of applied talents, but there are also some common problems in actual operation.

(A) the problems existing in school simulation practice teaching

Judging from the current practice teaching form of business administration in colleges and universities, the simulation practice teaching in colleges and universities is mainly completed with the help of professional teaching software. According to the survey, most colleges and universities have launched various simulation teaching softwares for the core courses of business administration, which have played a very good auxiliary role in practical teaching, but there are also many problems in the teaching process.

1, the simulation exercise system is not systematic. The simulation practice system of business administration discipline consists of simulation practice of many core courses and professional basic courses. Each course is a subsystem of it, which is interrelated and obviously different, but it is a state of system and group as a whole. Therefore, in the process of practical teaching, how to effectively integrate and design the business administration discipline group, reasonably divide the sub-courses and design them into separate modules, realize their respective functions and differences, and at the same time organically link the subsystems with separate training functions to play the role of the overall function of the system is an urgent problem for colleges and universities. In recent years, different practical courses have been set up for business administration in colleges and universities, but they are "isolated from each other, lack of contact, scattered in resource advantages and less in comprehensive practice, which is not conducive to the cultivation of compound and applied talents." 1 Moreover, due to the consideration of funds and facilities, most colleges and universities often choose only one or two simulation systems to put people into the practice teaching process, which will restrict or hinder the realization of the goal of systematically cultivating talents in colleges and universities.

2. The simulation exercise process is not interactive.

At the beginning of simulated practice teaching, students often don't know the purpose, motivation and steps of practice. Instructors often write practical handouts themselves, or buy instructions directly from the simulation system suppliers and send them to students before the training begins. Because the lecture notes or instructions are not vivid enough and the operation points are not clear enough, the enthusiasm and initiative of students' actual operation are seriously affected. In addition, in practice, when students encounter difficulties, they are often more willing to ask each other for advice. Some students are willing to ask the teacher, but they don't know how to communicate with the instructor. At the same time, some students lack enthusiasm in the training process and can cope with it freely. After the training, some students feel that the training is boring, and they can't improve their hands-on ability and analytical ability, which seriously affects the enthusiasm of other follow-up simulation practice activities.

3. The simulated practice scene is not dynamic.

In the simulation enterprise environment, due to the change of the market, the business philosophy and decision-making within the enterprise will also change, so the scenario design of the simulation practice system needs to be dynamic. However, at present, the teaching simulation system purchased by colleges and universities often cannot simulate the real business process of existing enterprises. In the case of expensive professional teaching system and limited teaching resources and investment, schools often choose some relatively low-cost teaching software, and the simulation scene design is often simple, which fails to systematically change the process. Some simulation teaching software will occasionally crash, the system is too slow, data can not be submitted and other problems in the teaching process. Although there are all kinds of new simulation software in the market, colleges and universities often choose to patch or upgrade the teaching software they bought in the past. Students can't experience the highly simulated enterprise operation process in the operation process.

(B) the problems existing in the teaching of off-campus practice base

For the off-campus practice base, with the strong support of relevant departments, colleges and universities give full play to their own advantages and cooperate with enterprises and institutions to form a compact off-campus practice base. From the specific mode, it is still aimed at employment, and according to the needs of schools and enterprises, students are regularly accepted for teaching practice and internship activities. Or in the off-campus practice teaching base, in the form of horizontal extension of the project.

Practice teaching in off-campus bases is generally carried out by means of overall planning of schools, coordination and guidance of functional departments, specific operation of secondary colleges, and assistance in the management of practice bases. According to the needs of education, teaching and personnel training, the school makes an overall plan for the construction of teaching bases and formulates the teaching syllabus.

At present, the off-campus bases of business administration practice teaching in colleges and universities are mostly enterprises, but according to the requirements of various teaching and talent evaluation, colleges and universities list a certain number of internship enterprises, but the form is often greater than the content. Many enterprises have low subjective enthusiasm for accepting students' internships. Even if they are given internship opportunities, they just regard students as cheap labor, which is contrary to the original intention of the school to cultivate students' practical ability and students' participation in practice. This is also a common problem in many colleges and universities in recent years. On the one hand, it takes time and energy for students to practice in enterprises, and failure to do on-the-job training will bring hidden dangers and affect and disrupt the normal production and business activities of enterprises. The nature of enterprises aiming at profit and stability does not support students to practice in enterprises. On the other hand, the objective factors and conditions of the enterprise itself, such as personnel arrangement and expenses, restrict students' internship in the enterprise. In addition, due to the security and confidentiality of internal materials and resources, students rarely come into contact with the business management and core processes of enterprises. In addition, practical teaching is very strict in time and rigid in learning order, which conflicts with the implementation of theoretical teaching.

Third, improve the practice teaching system of business administration.

Under the trend of credit system teaching management, how to establish and improve the practical teaching of business administration is an urgent problem to be solved. Can be considered from the following aspects.

(A) to meet the needs of enterprises for talents as the goal of practical teaching.

From the perspective of training objectives, business administration, as an applied discipline, is mainly to train professional applied management talents for enterprises. Therefore, the practical teaching of business administration major in colleges and universities should adapt to the demand of modern enterprises for talents and play its role as a "test field" and "training factory" before students' employment. Judging from the demand of modern enterprises for talents, enterprises often hope that the recruited students can quickly adapt to their jobs and reflect the value of making contributions to the enterprise. Therefore, when selecting talents, we often pay attention to the comprehensive quality, potential or internship and work experience of candidates, which requires the school to design a targeted professional practice system and cultivate qualified talents that meet the needs of modern enterprises. The feasible scheme is to combine the professional characteristics, design the talent training scheme jointly by school and enterprise, implement teaching together, and realize the ordering of talent training. In terms of improving practical ability, students are actively encouraged to participate in competitions of innovative and entrepreneurial projects such as the Challenge Cup and other forms of off-campus practical teaching activities, so that students can have a very intuitive feeling about enterprise management and innovation and entrepreneurship, be able to devote themselves to learning with a more solid attitude, gain the spirit of fighting and being brave in work, and improve their comprehensive quality and ability.

(B) to build a diversified practice teaching system

Under the goal of cultivating applied talents with high comprehensive quality and strong practical ability to meet the needs of local economic and social development, the discipline of business administration in colleges and universities requires bold innovation and exploration in practical teaching mode, and can consider constructing "two systems (namely, in-class practical teaching system and self-set comprehensive practical system), two platforms (namely, experimental teaching platform in school, practical teaching base platform inside and outside school) and three levels (namely, basic practical level and professional practical level). [5 1] On the basis of establishing the practical teaching system, organize the division of labor and cooperation among the course groups and teaching and research sections, design practical teaching links and compile teaching books according to the course characteristics and curriculum construction. At the same time, each course group systematically coordinates and connects all practical teaching links; Finally, organize various types, levels and forms of practical teaching activities.

(C) improve teachers' practical teaching level

The construction of excellent practical teaching teachers is the fundamental guarantee to give full play to the function of professional practical teaching. The practical courses of business administration are mainly applied, and the relevant instructors must have experience in enterprise management or have practiced in enterprises, that is to say, they should be familiar with the production and operation processes and management of enterprises. Therefore, we must pay special attention to the training and introduction of practical teaching teachers and form a reasonable echelon. First, strengthen the practical skills training and professional quality improvement of existing practical teaching teachers to meet the development requirements of the school situation; The second is to transfer some teachers with strong scientific research ability into the practice teaching team to give full play to their advantages in scientific research and practice; Third, introduce a group of outstanding scientific research talents purposefully and selectively, enrich the talent team of the school, and finally realize the comprehensive optimization of the practice teaching talent team. Schools can send teachers to relevant enterprises for pre-job training in batches, or connect with enterprises in the form of project cooperation, so as to familiarize teachers with enterprise management processes, integrate knowledge directly obtained from enterprises into theoretical and practical teaching, and enhance the pertinence and effectiveness of practical teaching. At the same time, we can actively hire experienced entrepreneurs and business managers as part-time teachers to guide students' practical study, enrich and expand the team of practical teaching teachers, and gradually form a team of practical teaching teachers with reasonable structure, relative stability and excellent business.

(4) Strengthening the construction of laboratories and practice teaching bases.

Laboratory and practice teaching base are the carriers of cultivating the comprehensive quality and ability of business administration professionals, and also the display platform of practice teaching. It is necessary to scientifically and reasonably plan the content, time, scope, coverage and effect of laboratory opening, and the construction of professional laboratories should gradually pass the provincial and national qualification assessment. Coordinate the arrangement, deployment and use of experimental teaching resources and related educational resources, realize the sharing of high-quality resources, and improve the efficiency of laboratory operation and the utilization rate of experimental equipment.

At the same time, colleges and universities should actively look for cooperative units, and choose units that can meet the actual conditions of this discipline as off-campus practice bases in a purposeful, planned and step-by-step manner in accordance with the principles of nearby layout, step-by-step construction, easy first and difficult later, and mutual benefit. Gradually establish the "qualification identification" system of practice teaching base, set up quality standards such as professional compliance and student ability, and standardize the management of practice teaching base. In view of the fact that the off-campus practice teaching base only signed an agreement with the base unit with the help of other units' equipment and facilities or their teaching site environment, and there was no substantial investment or support, the school can consider this way to make the practice base unit also get some benefits, such as capital investment and reputation promotion. To improve the utilization rate of the base. It is necessary to seriously investigate and analyze the existing bases, classify and integrate them, extend their functions, gradually build a number of comprehensive practice bases suitable for multiple disciplines, actively carry out the sustainable development of base construction, and increase the construction and cultivation of excellent practice bases.

(5) Strengthen the management of practical teaching process.

Standardization of teaching management is an important guarantee for implementing practical teaching. Judging from the subject and object of practical activities, there is a general problem of arbitrariness in practical teaching in colleges and universities. Therefore, to solve these problems, we must improve teachers' understanding of practical teaching and bring the management of practical teaching links into daily teaching management. Teaching management units should actively explore the teaching management system and methods under the new education mode and take effective measures to strengthen the personnel management and on-site management of practical teaching; Monitor and supervise the implementation process of practical teaching, assess and evaluate the implementation effect, and ensure that management measures are put in place. In the organization and arrangement of practical teaching, there should be clear goals and rationality. For the laboratory in the school, the practice teaching instructor can be arranged to submit the practice teaching pre-arrangement table of this semester at the beginning of the semester, and the laboratory management personnel can arrange and check the curriculum. Off-campus practice teaching can be arranged at other times, such as short term, winter and summer vacations, so that students can have relatively complete time and sufficient energy for on-site practice study, and at the same time communicate with actual enterprises in advance, so that enterprises can have enough time to make reasonable arrangements and avoid conflicts with their work schedules, which makes students lack substantive guidance.

In addition, it is necessary to improve the evaluation system of practical teaching, establish and improve the monitoring system of practical teaching quality, and ensure the quality of practical teaching. In practice teaching, 360-degree performance evaluation methods such as student self-evaluation, student mutual evaluation, teacher self-evaluation, teacher mutual evaluation and teacher-student mutual evaluation can be used to evaluate the instructors and students as a whole respectively. Teachers can also be evaluated according to the teaching preparation before practice, such as syllabus, teaching plan, the completion of teaching plan, students' understanding of the purpose and significance of the internship project, teachers' guidance during the internship, students' on-site performance during the internship operation, and students' internship reports or achievements after the internship.

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