The cultivation of talents in application-oriented undergraduate colleges has its particularity, and course teaching is the key to the cultivation of applied talents. The research on curriculum reform has always been a hot and difficult issue. Salary management is one of the important modules of human resource management and the main course of this major. In view of years of teaching thinking, this paper discusses the teaching reform of salary management course in application-oriented undergraduate colleges.
Keywords salary management; Curriculum teaching; reform
Salary management is one of the core work contents of enterprise human resource management, and some enterprises even incorporate salary management into enterprise strategy. A scientific, reasonable and effective salary management system is not only conducive to stabilizing employees, stimulating work enthusiasm and improving performance, but also conducive to the healthy and sustainable development of enterprises and enhancing competitiveness. Salary management course is one of the core courses of human resource management major in colleges and universities, and it is also an important module of professional ability training. It is necessary to cultivate students' professional theoretical accomplishment and strong practical application ability. Especially in application-oriented undergraduate colleges, the cultivation of applied talents will be more welcomed by employers. However, there are still many places to be improved in orientation, curriculum design, teaching methods and practical teaching. This is also the starting point of this paper's thinking and discussion.
1 Current Situation and Shortcomings of Salary Management Course Teaching
At present, salary management course is the main professional course of human resource management in schools of all levels and types. Salary management is a course that pays attention to both theory and practice, and it has strong application. The traditional classroom teaching methods can no longer meet the practical requirements, especially the pure theory and full-time irrigation have been seriously incompatible with the application-oriented undergraduate teaching methods. According to the research of educational psychology, students' interest in learning new knowledge is great at the beginning, and then it will gradually weaken, and they will gradually feel that learning knowledge is boring, even if it is closely related to their future careers, it will still be of no help. Therefore, the teaching design of this course is particularly important.
1. 1 Theoretical teaching is seriously out of touch with practical application.
The nature of salary management course determines that it has strong practical characteristics, which requires students to learn specific practical methods on the basis of mastering certain theoretical knowledge. Many knowledge points in the course of salary management are not enough by simple memory and understanding, but also need to be exercised repeatedly in practice before they can be mastered and used skillfully. But in fact, the proportion of practical teaching hours in the teaching plan is very small, and the school basically has only one week of simulated training, lacking practical experience in enterprise practice. Influenced by inertial thinking, teachers generally attach importance to theory but neglect practice in course teaching, and many theories are too complicated and divorced from practical needs. Students' understanding of the course of salary management is too one-sided, thinking that salary management is assessment, salary, accounting, tabulation and so on. In the company, there is a lack of in-depth research and analysis of this course, which leads to the boring teaching process.
1.2 The teaching method is single.
Most colleges and universities use traditional classroom teaching methods, sometimes combined with audio-visual education, and use multimedia to play corresponding videos to start teaching. The traditional classroom teaching method is teacher-centered, and students simply attend classes. Although traditional theoretical teaching can ensure the systematization and coherence of knowledge, a large number of practices have proved that the effect is not ideal. Because of paying too much attention to simple classroom teaching methods, students are in a passive position, lacking the ability of active thinking and practical operation, unable to master the skills needed by modern enterprises, which is inconsistent with the purpose of talent training in application-oriented undergraduate colleges and is not conducive to the cultivation of students' application ability.
1.3 The assessment method cannot meet the requirements of teaching and training.
At present, the assessment methods of many theoretical courses in application-oriented undergraduate colleges are composed of two parts: the usual grades (attendance and homework grades) and the final exam results. According to the nature of the course, it is divided into three levels: 4:6, 3:7 and 2:8, and the assessment methods are open-book and closed-book. Salary management course is the core course of human resource management major, which is theoretical. Naturally, it is a closed-book exam, and the questions are selected by the course teacher from homework or books. Therefore, there is a phenomenon of "drawing the scope and focusing on the circle" in the closed-book exam, and students are forced to memorize knowledge points to cope with the exam. After the exam, I often feel that I have not gained much, and the mentality of "Long live 60 minutes" is more common. The biggest drawback of closed-book examination is that it can not effectively bring practical teaching content into the assessment category, which is inconsistent with the goal of cultivating applied and innovative talents. Although the test method of examination paper can measure the depth of students' knowledge, it can't assess students' practical operation ability and theoretical knowledge application ability in salary design and management, which is inconsistent with the requirements of enterprises for salary managers.
2 Analysis of the causes of problems in the teaching of salary management course
Based on the goal of social development, enterprise demand and talent training, colleges and universities have carried out a lot of exploration and practice in course content and teaching methods. Due to the differences in teaching philosophy, teaching objectives and school teaching resources, the teaching of specialized courses in colleges and universities is also different, so there are many reasons for the problems in salary management courses.
2. 1 The teaching content of the course can't meet the needs of society in time.
The social demand for human resource management professionals is constantly changing, and it is no longer limited to the knowledge and ability of this major. However, the talent training mode of this major in colleges and universities has not changed in time, and it is still based on theoretical literacy. The professional knowledge and skills accepted by students lag far behind the social needs, and it is also common for a textbook to be used for many years. Many applied undergraduate colleges have set up salary management courses. For various reasons, once a textbook is selected, it will be used for many years, and the courseware and knowledge content are rarely updated, which is somewhat out of touch with the needs of social reality. The content involved in the salary management course has developed very rapidly on the basis of a lot of practice, so the traditional teaching method based on textbooks can't meet the actual needs well, and even the knowledge that teachers talk about in class is not used at all or has been eliminated.
2.2 Practice teaching is weak, and the application ability is weak.
Although in recent years, application-oriented undergraduate colleges have strengthened school-enterprise cooperation and the combination of industry and finance, which has achieved remarkable results for engineering majors, internship practice is still a serious injury for many business majors. Although some on-site visits are difficult to have real practical opportunities, only superficial things can be seen. As the saying goes, "what you get from books is superficial, and you never know what you have to do." Although many contracts have been signed by school-enterprise cooperation, many of them only stay at the agreement level and have not been implemented in specific actions, so in many cases, the lack of practical links can only be made up through school simulation training. Salary management course should not only master the necessary theoretical knowledge, but also have more opportunities to participate in practice. Simulation is important, but the effect is greatly reduced due to the lack of real situational stimulation. Many details about salary management are still half-understood, for example, salary strategy can only stay in concept.
2.3 Teachers lack professional experience and practical experience.
In order to cultivate advanced applied talents, it is objectively required that courses should focus on the cultivation of practical ability. At present, many teachers in undergraduate colleges teach in schools after graduation, and their professional experience in enterprises is blank, which shows that they have more theoretical experience than practical experience, so they naturally tend to teach theoretically in the teaching process. Although many schools now encourage teachers to take advantage of winter and summer vacations to work in enterprises and invite some enterprise executives or technicians to guide their practice, they are often cursory. In addition, because salary management is the core course of this major, it is difficult to deal with the allocation of practical teaching and theoretical teaching hours, and it is not a good choice to ignore either one.
3. Suggestions on teaching reform of salary management course
3. 1 Combination of theoretical teaching and social practice
The cultivation of economic management talents in application-oriented universities should attach importance to practical teaching, increase investment in practical teaching, combine theoretical teaching with extracurricular practical teaching, cultivate students' practical ability and improve specific operational skills in professional fields. Encourage students to participate in social investigation and social practice, strengthen the combination of industry and finance and school-enterprise cooperation, and build a comprehensive training base. In the initial stage of training base construction, we can cooperate with some localized large enterprises, and let students enter the enterprise and participate in practical work in turn through internship, so that we can not only understand the business management of the enterprise, but also understand the situation of the production line, and also learn the standardized management of the enterprise, cultivate professional quality and truly integrate theory and practice. In the later stage of training base construction, we can choose some start-up companies or companies with imperfect human resource management system. Students can diagnose the salary system of enterprises through the practical ability cultivated in the early stage, and put forward some reform plans and measures to truly achieve the purpose of applying what they have learned.
3.2 Optimize the course content and stimulate students' initiative.
The course content of salary management should reflect the advanced concept of keeping pace with the times, and teachers should optimize the course content according to the post responsibilities of modern enterprises for salary-related work, and teach students specific and practical professional knowledge to meet the actual needs of enterprises. Teachers can obtain salary-related jobs and their responsibilities from the graduates who have engaged in salary-related work in enterprises or previous human resource management majors, sort out their workflow and refine their typical tasks. Teachers should take salary-related workflow and its typical tasks as teaching objectives, so that students can have clear learning objectives for salary management courses. In specific teaching activities, teachers can use various teaching methods such as group discussion, scenario simulation, role-playing and case analysis to stimulate students' enthusiasm for learning, guide students to actively participate in experiential practice activities, and cultivate students' ability to analyze, judge and deal with problems.
3.3 Increase research topics to enhance students' sense of participation.
Setting research topics in the teaching process of this course can strengthen students' understanding of salary management and prepare for graduation thesis design. The specific process is that teachers give topics and corresponding references, students browse a lot of documents, make slides, show them in class, and answer questions in class. This link is also included in the final assessment results to assess students' personal practical ability. In the teaching process, pay attention to the connection with other courses, such as recruitment and selection, performance management, training and development, employee relations and other courses, so that students can understand the relationship between courses from a systematic perspective.
3.4 Diversified teaching methods focus on capacity-building
The cultivation of applied talents needs to increase the construction of training software and hardware, increase investment, actively build human resources training rooms, purchase salary management teaching software, increase the proportion of training hours, and strengthen the operation links such as salary design and salary calculation. For the teaching of theoretical knowledge, in addition to classroom teaching, case teaching and project teaching, we can combine experimental teaching, social practice investigation, scientific and technological activities on campus, online teaching platform, literature review, etc., so that students can participate in it, give play to their subjective initiative, and flexibly use various teaching methods, so that students can understand the implementation status and existing problems of real enterprise compensation in many aspects, and at the same time exercise their ability to analyze and solve problems. Salary management is a practical course. While consolidating theoretical knowledge, we should strengthen practical teaching, give full play to the role of school-enterprise cooperation platform, provide more practical opportunities for students, and cultivate applied talents that society really needs. Curriculum reform needs constant exploration and innovation.
refer to
[1] Sun Jing, Shu Chang, Liang Huanhuan. Innovative design of project-based teaching of human resource management course —— Taking salary management as an example. Education and Teaching Forum, 20 13(4).
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