Warehousing and Distribution Management (I) A Probe into the Course Reform of Warehousing and Distribution Management
Employment-oriented higher vocational education puts forward new requirements for curriculum construction. The work process-oriented curriculum development takes the market demand as the logical starting point, and carries out content selection and reconstruction on the basis of analyzing the responsibilities, tasks and workflow of professional post groups; Action-oriented teaching enables students to build their own work experience, knowledge and ability system in practice. Through curriculum development and teaching design innovation, the teaching content is deeply integrated with the needs of enterprises, and the goal of cultivating high-skilled talents in higher vocational education is realized.
Keywords:: higher vocational warehousing and distribution curriculum reform practice
China Library Classification Number G642 Document Identification Number A1006-9682 (2012) 08-0099-02.
I. Introduction
Warehousing and distribution is one of the important links of modern logistics, and warehousing and distribution is one of the core courses of logistics management specialty in higher vocational colleges. The goal of talent training is to face the front-line operation and management of enterprises, firmly grasp the basic theory and professional skills of logistics specialty, and be able to engage in the business operation and management of enterprise procurement, transportation, warehousing, distribution and information processing, so as to meet the needs of social development? Refined operation management? High-quality skilled talents. The most important thing is to deal with the relationship between theoretical teaching and practical teaching, and advocate? Is theory and practice enough? Strengthen the training of students' hands-on operation skills and pay attention to cultivating students' professional post ability. Starting from the post demand of warehousing and distribution, taking the working process as the guidance and focusing on the cultivation of professional ability, the course content is selected and reconstructed, so that the teaching content can be deeply integrated with the needs of enterprises, thus realizing the training goal of higher vocational education.
Second, the "warehousing and distribution" course teaching status and causes analysis
1. The proportion of theoretical teaching and practical teaching is unbalanced.
The course of warehousing and distribution has the characteristics of wide knowledge, strong practicality and interdisciplinary, and is a synthesis of many concepts, theories and technologies. However, due to the constraints of various teaching conditions, such as class hours, training rooms, internship enterprises, fees and so on. Teachers can only pay more and more attention to the explanation of theoretical knowledge, which seriously affects the practical teaching of this course; Moreover, most higher vocational colleges are teachers who are responsible for contacting and maintaining internship enterprises, and there is no special person and special fund plan. It is also one of the reasons why it is difficult for practical enterprises to contact and maintain.
2. Lack of suitable teaching materials
At present, most of the textbooks that can be selected are published by Oriental Publishing House, focusing on logistics modes such as ports, shipping and warehousing in the mainland and eastern coastal areas. However, our school is located in the northwest inland, and the development of logistics industry lags behind. It is difficult to find a suitable internship enterprise according to the requirements of teaching materials and syllabus, and there is a lack of suitable teaching materials for roads and bridges, ports and inland logistics.
3. The level of teachers is not high
On the one hand, the source of full-time teachers in public higher vocational colleges is relatively single, and most of them lack practical work experience in enterprises. At present, the source of teachers in higher vocational colleges organized by governments at all levels is relatively single, and full-time teachers lack enterprise work experience. There are still some phenomena in some schools that attach importance to the appointment of part-time teachers and neglect management. On the other hand, the proportion of part-time teachers in private universities is high, but? Double-qualified? The proportion of teachers is low. Many part-time teachers in private colleges and universities are on-the-job or retired staff directly from other ordinary colleges and universities, and most of them are responsible for the teaching of some general basic courses or the management of students such as class teachers, while the actual proportion of part-time professional teachers from industrial enterprises is not high.
4. Simplify teaching methods and means
At present, although many courses have introduced modern teaching methods such as multimedia courseware and case discussion, the teaching methods are still relatively simple, and due to the limitation of objective conditions, multimedia classrooms cannot be provided most of the time, and teaching activities still rely on preaching and blackboard writing. The content of modern teaching means is very extensive, which refers to both modern teaching equipment and new teaching organization forms, as well as training rooms, libraries and special classrooms transformed with modern equipment.
5. The evaluation method is single
The examination of this course often follows the traditional way, and the scores are divided into usual, attendance and homework, each accounting for 30% ~ 40%, and the final exam accounts for 60% ~ 70%. The content of the examination is mainly theoretical examination. This kind of final closed-book exam is difficult to effectively assess students' ability, and many students can only successfully pass the exam by surprise before the exam. This not only can not fully reflect the whole picture of higher vocational students' learning, but also seriously affects the learning enthusiasm of higher vocational students and the teaching effect of the course.
Third, the practice and suggestions of curriculum reform
1. Reform the traditional way of teacher guidance
The implementation of teaching embodies the spirit of taking teachers as the leading factor and students as the main body. In teaching, according to the actual situation, fully mobilize the initiative and enthusiasm of students, and guide students to actively study and explore. Teaching is not simply repeating the contents of books, but the transformation and embodiment of the roles of teachers and students? Student-centered? Teaching characteristics, give full play to students' enthusiasm, initiative and innovation, and stimulate students' thirst for knowledge.
Like what? Outbound operation? In our teaching, we don't directly give the process, operation steps and job responsibilities, but give students background information and ask many questions, such as what to prepare before leaving the museum? What equipment do you need? What is the basic process of outbound operation? What positions have been set up? What are the job responsibilities? Warehouse management system? Using this hierarchical questioning method can arouse students' enthusiasm and initiative in learning and cultivate their ability to analyze and find problems.
In teaching, students are constantly taught to think with these thoughts and inspire their innovative thinking, instead of teaching them how to recite knowledge. Constantly improve teaching modes and methods, such as case teaching, group discussion, on-site teaching, role-playing, simulated operation, post actual combat, etc. Guiding students to learn to study, think and summarize plays an important role in deepening students' knowledge, forming students' problem-solving skills, developing students' ability and improving students' quality.
2. Enrich teaching methods and diversify teaching methods.
Teaching method is the channel to achieve teaching objectives and the key to stimulate students' interest in learning. The choice of practical teaching methods for warehousing and distribution management specialty should be diversified and carried out according to the teaching design concept of understanding knowledge, sharing experience, broadening horizons, improving quality and guiding practice. Theoretical study+case analysis+simulation training+training base? Integrate teaching mode, carry out colorful teaching activities, and encourage students to learn actively.
(1) Action-oriented teaching method. Action-oriented teaching method refers to a teaching mode in which teachers provide students with relevant task information, students learn through relevant media, and make plans, organize implementation, check and evaluate. Students' learning form is often a combination of individual learning and group work, and the main carrier of learning is project tasks. The idea of action-oriented teaching is to pay more attention to the cultivation of students' comprehensive professional abilities, such as learning ability, self-evaluation ability, communication ability and teamwork ability, while cultivating students' professional knowledge.
(2) Campus logistics simulation training. Through the software, various practical processes of the actual operation of enterprises are brought to the training center. Combining with the actual operation of enterprises and actual cases, students are trained by using the training software of warehousing and distribution business, so that every student can independently undertake the actual operation of each operation link of warehousing and distribution after the software training.
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