A virtual simulation experimental teaching platform of intelligent investment suitable for financial teaching is developed for the school, which provides functions such as large-scale asset allocation model, fund screening evaluation and portfolio allocation model, portfolio investment risk management and analysis, and improves students' practical application ability of financial knowledge.

2) Results of delivery

Deploy the experimental teaching platform based on web to the school information center, and provide complete development materials, platform introduction videos, teaching guidance videos and platform user manuals.

1) project completion

After two major changes in the demand of the school, the project was postponed, and the actual acceptance content after acceptance was quite different from the original agreed content.

2) Resource coordination

Before the second large-scale demand change, human and time resources were sufficient; After the change, due to time constraints, the IT team and product manager worked overtime on weekends.

3) Changes in demand

Change the small demand several times, and change the large demand twice.

Because the person in charge of the school doesn't know about the experiment itself, during the development period, the person in charge of the school will accept all the suggestions of the relevant teachers, and it is difficult to refuse the demand outside the contract because of some relations between the top leaders of the company.

Therefore, the product manager will evaluate all the requirements one by one, communicate and reject the requirements that are meaningless or affect the overall structure, and contact the relevant person in charge to modify the plan in time for the requirements that must be realized, and inform all relevant members to ensure the normal development of the project.

4) Platform development

There is no problem with the development after the requirements are determined.

5) Platform test situation

Due to the change of requirements, the test case has been modified many times. Finally, because of the time, the product manager took part in the test.

1) There is no clear time node and deliverable at the beginning of the contract.

When signing the contract, the project leader did not specify the contents to be delivered and the standards to be passed by the company at each time point. Later, due to the contact between school teachers and senior leaders, they often accepted various requirements of school teachers and were not bound by contracts.

2) The person in charge of the school is not familiar with the teaching experiment and deployment environment.

The person in charge of the school doesn't know much about the purpose and process of the experiment, and the requirements for the deployment environment of the school are unknown. Therefore, even if the evaluation during the prototype period passes, it does not mean that the needs of relevant teachers are met.

Being unfamiliar with the requirements of the school deployment environment, the deployment requirements put forward by the school leaders in the initial stage do not match the requirements of the school information center; It was not until the end of the project that the relevant notice was received from the information center, which led to the second large-scale demand change.

3) The functions of project members are chaotic.

The project leader of the company did not participate in the docking communication all the time, and brought the relevant personnel of both parties into a group to discuss and solve various problems together. Lead school leaders and related teachers to go beyond the project leader and product manager, and directly ask the IT team leader to put forward various requirements. Because of some reasons of the company's top management, the IT team leader acquiesced in the requirement development, which led to the project confusion.

4) The school participation rate is low.

According to the preliminary plan, the school will provide course teachers with auxiliary design to improve the experimental teaching scene and process.

After the project started, the school did not provide relevant resources, and the company designed the experimental process and content and delivered it to the school for evaluation. This process is extremely inefficient. After the negotiation failed, the optimization was revised repeatedly according to the requirements of the company leaders and the suggestions of the school teachers.

In addition, the school did not specify all the certificates and resources needed for the project in advance, and many accidents occurred.

Through the analysis and understanding of the relevant documents of the Ministry of Education, the original intention and purpose of virtual simulation experiment teaching construction are clarified, so that the virtual simulation project can effectively pass the relevant audit.

Therefore, the requirements of the virtual simulation experiment teaching project are as follows:

Because the project needs to be based on the existing shared exhibition platform, it is necessary to clarify the functional structure of the exhibition platform and the teaching system, and clarify the functional content covered by the virtual simulation experiment teaching system.

According to the functional structure, cooperate with the school to complete the relevant design work. That is, the school does top-level design, designs the content and process of experimental teaching projects, provides relevant resources, and gives a clear demand plan; The company provides technical and service support.

Therefore, the corresponding nodes are as follows:

In this project, because the relevant members of the company lack the experience of this kind of school-enterprise cooperation project, there are many problems in the process of project implementation, which leads to the delay and change of demand and affects the team motivation.

Fortunately, all kinds of problems can be solved in time and delivered.

After the project, the team also reflected, believing that it would be more comfortable to do other school-enterprise projects in the future.