Consumer behavior is an interdisciplinary and comprehensive course, which combines marketing, psychology, sociology, anthropology and other multidisciplinary knowledge, so it is difficult for students to master the teaching content. In order to make students accept these theories more easily, heuristic teaching methods can be adopted. For example, we can create some situations related to consumption teaching in advance, ask corresponding questions, let students think deeply, guide students to make their own judgments, and stimulate students' interest in participation, so as not to impose theories on students' knowledge system in a blunt and obscure way. After students understand the basic theory, they are encouraged to explain the real consumer behavior with theory, so that students can truly understand the theory they have learned and internalize it into their own marketing literacy.

2.2 Practice teaching content adopts participatory teaching.

For some contents that need hands-on practice, such as shopping situations that affect consumers' purchases and strategies to change consumers' attitudes, participatory teaching methods are mainly adopted. Really simulate the marketing scene, let students practice the operation by themselves, give full play to students' autonomy and creativity, achieve the integration of knowledge and practice, and let students understand the marketing application of theoretical knowledge. In class, we can use the form of group competition to truly simulate the purchase of a product. You can also simulate some marketing case scenarios, so that students can participate in the whole teaching process, feel the marketing atmosphere, explore skills in depth, and deepen theoretical study.

2.3 For the teaching content with strong experience, case teaching and discussion teaching are adopted.

Case teaching is an effective way to realize teaching interaction and mutual learning. The application of consumer behavior determines the importance of case teaching close to marketing practice in consumer behavior. If students have access to what they have experienced in their daily life, they can adopt case teaching. For example, in the teaching content of consumer cognitive psychology and personality psychology, corresponding reference books are arranged before class, and teachers explain in detail the cases embodying marketing psychology in class, putting students in specific consumption situations, giving appropriate guidance and providing students with ideas and methods for analyzing and solving problems; At the same time, students can be given relevant psychological tests to analyze their consumption psychology and behavior, which will greatly improve their sense of participation and experience. In addition, for some marketing problems of real consumers, students can be allowed to conduct scenario simulation discussions, so that their enthusiasm can be fully mobilized, and they can spontaneously demonstrate their views in the form of performance sketches and simulated scenario performances. The effect of practical teaching shows that after discussion, students can master the teaching content more firmly.