The key of problem analysis is to ask appropriate questions. Advertising case teaching can help students initially choose advertising schemes according to their understanding of advertising. The flexible application of problem analysis method in advertising case teaching can help teachers achieve teaching objectives better. Taking advertising case teaching as an example, this paper explains how to use problem analysis method.
Keywords: problem analysis advertising case teaching example teaching
1 Brief introduction of problem analysis method
One explanation of "problem analysis" is: "One of the psychological methods in scientific management. According to the thinking process of solving problems, it is a systematic method to find out the problems and determine their causes. In management, the difference between the actual situation and the required standards is usually called a problem. " In real life and theoretical research, problem analysis is a commonly used research idea, and its main points are to ask questions, analyze problems and solve problems. In the problem analysis method, asking questions is the most important. Some people even say that if you can ask questions, the problem is half solved. The "5W 1H" analysis method (Who, Why, What, Where, How) commonly used in the teaching activities of management courses is a good way to ask questions. Including "5W 1H" and other analytical methods, the key to the success of applying problem analysis in practical teaching activities is to put forward specific and targeted questions.
2 Introduction to Case Teaching of Advertising
Advertising is a compulsory course for marketing majors, and its teaching goal is to make students have a more comprehensive understanding of advertising, thus making the formulation of marketing plans more realistic and targeted, and enabling students to initially choose and judge various advertising methods and advertising plans. In order to achieve this teaching goal, case teaching method is essential. Case teaching is an important method of scientific empirical research, emphasizing typicality, objectivity and effectiveness. In the analysis of specific cases, we should pay attention to the background conditions, related theories, different perspectives, problems and countermeasures, summary and evaluation (case enlightenment) and so on. Cases in advertising case teaching, like other cases used in management courses, can also be divided into long cases and short cases, cases with problems and cases without problems (referring to whether specific problems are clearly put forward in case materials). No matter what kind of case, asking the right questions is the key to successful case study and research. In the advertising classroom, advertising case teaching, which focuses on analyzing typical advertising examples in ancient and modern China and abroad, is one of the commonly used case teaching methods in advertising. In the case teaching of advertising, one or a series of advertising examples can attract students' attention and stimulate classroom vitality. The analysis of advertising examples can help students better understand and master the professional concepts and specific theories in advertising, and make preliminary preparations for future advertising marketing practice. Common example teaching methods are generally combined with a specific knowledge point, which is simply to illustrate and tell things.
Application of problem analysis method in advertising case teaching
In order to ask appropriate questions in advertising case teaching, "5W 1H" and other problem analysis methods are indeed a good way to ask questions. However, the analysis method of "5W 1H" is too abstract and not targeted enough. In order to achieve better teaching effect and help students learn systematic thinking and analysis methods, it is necessary to ask more specific and targeted questions about advertising examples to teach advertising examples. Considering that it should be generally applicable to all kinds of advertising examples, the specific questions raised should be as simple as possible, easy to remember and repeat.
In the teaching practice of advertising, the author designs nine questions according to the content and process of advertising theory teaching and combining with teaching practice to help students analyze and understand advertising examples. The specific questions are as follows: 1. What does this advertisement promote? 2. What are the characteristics of this advertising product or enterprise? Third, as a consumer, will you buy the products in the advertisement after watching this advertisement? 4. What is the advertising positioning of this advertisement? Fourth, what is the advertising creativity of this advertisement? Sixth, does this advertisement meet the four characteristics of successful advertising performance? Seventh, what media does this advertisement use? What kind of media should I use? Eighth, is this advertisement true? Why? Ninth, how should the effect of this advertisement be evaluated?
In the case teaching of advertising, we can ask the above nine questions for every advertising example put forward by teachers and students. By analyzing and answering the above nine questions, students can better understand the theory of advertising and have a clearer understanding of the advantages and disadvantages of each specific advertisement. When analyzing advertising examples, we should put forward more questions in groups according to different teaching progress, that is, for beginners who have not studied advertising theory, we should focus on the first, second and third questions in the first group; After students learn the theoretical content of targeted advertising, add the fourth, fifth and sixth questions of the second group; After the students have learned the relevant knowledge of advertising media, they will add the seventh question of the third group; After the students have learned the relevant knowledge of advertising management, they will add the eighth question in the fourth group; After the students have learned the relevant knowledge of advertising effect, add the ninth question of the fifth group. In this way, through the teacher's concrete analysis of the nine questions of each advertising example in class, through the students' self-reflection and self-answer of the nine questions of each specific advertising example, advertising examples are closely combined with advertising theory, and advertising case teaching, especially advertising case teaching, can achieve better teaching results. In addition, using the above-mentioned questioning methods in examination questions can also achieve good results.
4. Suggestions on improving the application of problem analysis in advertising case teaching.
First of all, in addition to asking questions, we should also pay attention to how to analyze and solve problems in detail, that is, in addition to standardized questions, try to provide standardized analysis and answers. Secondly, we should further study how to provide standardized and targeted questions and answers in advertising case teaching other than advertising case teaching. Finally, advertising cases, especially advertising cases themselves, should be standardized and systematized to keep pace with the times, so as to better realize the teaching objectives of advertising.
Attachment: Nine questions of problem analysis in case teaching of advertising, that is, five groups of common questions of each specific advertising example (students can think for themselves, ask questions and answer by themselves, with comments in brackets).
The first group: before learning advertising theory (or beginners of advertising theory).
What does this advertisement promote? (Is the advertisement aimed at a company or a product? Which company or product is it? )
(2) What are the characteristics of this advertising product or enterprise? (i.e. product selling point or enterprise selling point)
(3) As a consumer, will you buy the products advertised after reading this advertisement? (consumer's perceptual conclusion)
The second group: after learning the theory of targeted advertising.
What is the advertising positioning of this advertisement? (Consumer's purchase reason)
(2) What is the advertising originality of this advertisement? (Is it novel, unique and interesting? )
(3) Does this advertisement meet the four characteristics of successful advertising performance? (that is, attract attention, pay attention to the most important part of the advertisement, whether it is easy to remember, and whether it causes expected associations and feelings)
The third group: after learning the relevant knowledge of advertising media.
What kind of media does this advertisement use? What kind of media should I use? (that is, answer questions such as specific media types, whether the media audience is consistent with the advertising audience, etc.)
The fourth group: after learning the relevant knowledge of advertising management.
Is this advertisement true? Why? (that is, whether the advertising content is realistic, whether the promise can be realized, and whether it will be misunderstood as a whole? )
The fifth group: after learning the relevant knowledge of advertising effect.
How should the effect of this advertisement be evaluated? (Mainly the specific evaluation methods of economic effect, psychological effect and social effect, including how to choose evaluation indicators and how to obtain real evaluation data. )
refer to
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[2] Zhao. The Application of Problem Analysis in History Teaching in Senior High School [J]. Chizi (Mid-term), 20 13 (9): 247-248.
[3] Liu Shukui, Wang, On the role of case teaching method in advertising teaching [J]. China Electric Power Education, 2008 (22): 65-66.
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