Paper Keywords: participatory teaching mode, expanding assessment methods

In the process of teaching reform, the participatory teaching mode should be introduced into the course of management principles in higher vocational colleges, which requires the formation of? Employment-oriented, students as the main body, mobilizing students' enthusiasm as the core, and improving students' awareness and management ability as the goal? Teaching philosophy, to carry out various forms of interactive teaching activities. In order to truly implement the participatory teaching mode, a new evaluation system must be established and popularized. ?

At present, the course "Principles of Management" has been paid more and more attention in higher vocational colleges, because the mainstream of talent demand today is comprehensive quality talents with certain professional skills and certain management awareness and ability, and "Principles of Management" is the basic course for higher vocational students to improve their management awareness and ability, and it is also a very practical subject. It requires students not only to master universally applicable management principles, skills and methods, but also to use relevant management knowledge to solve management problems encountered in reality. The traditional teaching of Principles of Management lays too much emphasis on textbook knowledge and the authority and absoluteness of teachers, which is often the case. The teacher said, do students remember? Students lack doubts about the conclusion, theoretical knowledge is rarely applied to practice, and so is the assessment method? Final evaluation? The students trained by this model lack the spirit of questioning and innovation, and their practical ability is poor, so it is difficult to adapt to the flexibility, efficiency and innovation required by modern society. Therefore, it is necessary to fundamentally reform the traditional teaching mode and firmly establish? Employment-oriented, students as the main body, mobilizing students' enthusiasm as the core, and improving students' management awareness and ability as the goal? Based on this teaching idea, we adopt various methods to design the teaching activities of the course "Principles of Management", which effectively improves the teaching quality of this course. After years of practice and exploration, the author found that in the teaching of management principles, participatory teaching mode can achieve good teaching results.

First, the concept of participatory teaching mode

Participatory teaching mode takes management cases as the basic material, aiming at improving students' management consciousness and ability. Its implementation methods are varied, such as establishing a learning team, task-driven, case teaching, management games, scenario simulation, role-playing, video teaching, debate contest, enterprise visit, etc. It emphasizes that by creating good learning in teaching, students can actively participate in classroom teaching and management practice, understand management principles and master management skills in participation.

Participatory teaching mode requires that the focus of education should be on teachers? Teaching? Transfer students? Study? And then what? Practice? By paying attention to students? Learn what? And then what? Remember how much it costs? Turn? How come? And then what? What is better to do? Students have changed from passive listeners to active explorers, and teachers have changed from single knowledge givers to students' learning managers, which requires teachers to have profound management knowledge and experience background, an objective, fair and open mind, good communication and coordination skills [1], and effectively plan, organize, lead, control and constantly innovate students' learning and practice.

Second, the implementation of participatory teaching mode

There are many ways to implement participatory teaching mode. It is these colorful methods that construct an interactive classroom for teachers and students with students' active participation and continuous improvement of management practice ability.

The following are four typical implementation methods of participatory teaching mode:

1. Build? Learning team?

Consists of 5-8 students voluntarily? Learning team? Each group chooses a team leader, and under the unified coordination of each team leader, * * * completes all the training programs assigned by the teacher. In this process, students not only integrate theory with practice, improve their practical ability, but also cultivate team spirit and combine team cooperation with self-control.

2. Task-driven method

In class, teachers give students real tasks and guide them to complete them. Students learn while doing, and learn while doing. Through experience reflection, they gain the management ability needed to complete the task from practice. For example, when introducing the basic program of organizational structure design, first assign students a task:? If you and your entrepreneurial team set up a stationery sales limited liability company with a registered capital of 500,000 yuan, and all the procedures for the establishment of the company have been completed, what should you do next and how should you cooperate in order to make the company run normally? ? After receiving the task, the students quickly started group discussions and quickly put themselves in different roles. Then each group takes turns to explain their views and finally summarizes them. In this process, students not only master the knowledge related to organizational structure design procedures, but also know how to apply this knowledge to real life and stimulate entrepreneurial enthusiasm. The author believes that a good course must have a clear task, and teachers should lead students to complete a task in class, not just teach a book. Students happily follow the teacher to complete these tasks, develop the ability to handle affairs and solve problems, develop the ability of self-study, learn relevant knowledge, and obtain practical results, thus generating strong self-confidence and sincere sense of accomplishment.

3. Case teaching mode

Case teaching method is a common teaching method, which has been widely respected and praised since it was introduced to Harvard University. Case teaching refers to a teaching method in which teachers choose events that can reflect an important principle as cases according to the typicality and authenticity of events, so that students can experience, understand and simulate the basic process of the occurrence and development of things, feel and think about some truths, make judgments and decisions on cases from different angles and levels, and cultivate students' ability to use knowledge and solve practical problems. [2]

When implementing the case teaching method, we should pay attention to the following issues:

First, the choice of cases. First of all, the cases chosen by teachers should be targeted, embody the basic concepts, principles and methods of management, and be closely related to the teaching content; Secondly, cases can come from enterprises and other fields of social life, and real events, stories, fables, data and charts can all be useful supplements to cases. Cases should be close to life, close to reality, timely, controversial and full of life interest, which will easily arouse students' interest in analyzing and discussing cases; Thirdly, if you choose the case of enterprises, try to choose the case of domestic enterprises, so that students can analyze it with local characteristics and deepen their understanding and understanding of domestic enterprise management practices. In addition, in addition to the cases of large enterprises, cases of small and medium-sized enterprises can also be selected appropriately, so that students can form a holistic and all-round understanding of enterprise management in China. Finally, teachers must carefully plan and deal with the selected cases, know the results of students' case analysis in advance, and make full preparations for achieving good classroom results.

Second, the presentation of the case. Cases should be presented in a variety of ways, such as multimedia courseware demonstration, video playback, sketch performance, animation display, cartoon demonstration, simple dictation and so on. The flexible way makes students feel great freshness and excitement about the cases to be analyzed, and they can easily get involved in them, so the effect of case analysis can naturally be guaranteed.

Third, the role of teachers. In the process of case analysis, teachers should pay attention to creating a good classroom atmosphere, guiding, promoting and coordinating the discussion process. Teachers should communicate and discuss with students, find out the blind spots of students' thinking, control the time and rhythm of discussion, and sum up and improve the whole. In addition, in the discussion of case materials, teachers need to guide the analysis ideas, give a framework, require students to objectively explain their views, and encourage students to make bold assumptions and analyze problems from multiple angles. After a long period of case training, students' ability to analyze and solve problems will be greatly improved.

4. Game method

Management games created a certain situation through games in the teaching process of "Principles of Management", so that students can experience it by participating in games, and in the process, they have a profound understanding of relevant management knowledge. Students learn and play in the game, fully mobilize all kinds of senses, change passive learning into active learning, and master basic knowledge and theory unconsciously. Compared with other teaching methods, management games method is interesting, practical and lasting. The study also confirmed: We can learn 10% of the information we read; We can learn 15% of the information we hear; But we can learn 80% of what we have experienced. ? [3]

Like getting students involved? Survival in the desert? Games, through personal experience, let students understand the advantages and disadvantages of individual decision-making and collective decision-making, and know when to use another example of individual decision-making and collective decision-making? Brainstorm? The game requires students to follow the principle of brainstorming and discuss in groups? If you can open a restaurant in a shopping mall, on the basis of existing restaurants, regardless of capital investment, what form of restaurant is the most creative and profitable? The students put forward many good ideas in their excitement, and more importantly, they had a good understanding of the principle of brainstorming through personal experience. Do not judge the pros and cons, boldly innovate, speak freely and brainstorm? With a deep understanding, in the future work, when encountering a brainstorming meeting, you will not only know the meeting process, but also make principled mistakes.

In management games, the learning atmosphere is free, relaxed, lively, interesting and innovative, which can make up for the weakness of being too theoretical and boring in the teaching process of management principles to a great extent.

Thirdly, the evaluation system of participatory teaching mode.

In order to develop the participatory teaching mode, it is necessary to establish a new evaluation system and change the previous evaluation system. Final evaluation? For what? Formative assessment? . In the whole teaching process, the whole process of students' learning is assessed, which not only pays attention to students' ability to solve practical problems by comprehensively applying what they have learned, but also pays attention to students' professional quality. For example, formative assessment accounts for 50% of the total grade, including three parts: usual classroom performance (attendance, homework and answering questions), practical links (learning team, work tasks, case analysis, management games, scenario simulation, personal management practice and participation in management practice. ) and teamwork, and the final assessment (that is, the final exam) accounts for 50% of the total score, which includes knowledge assessment and ability assessment.

Fourthly, the expansion of participatory teaching mode.

1. Strengthen cooperation with society in running schools

In the past, the teaching of the course "Principles of Management" basically stayed on the instillation of theoretical knowledge, and it was mainly done in the school classroom, and there were few opportunities to use management knowledge to solve practical problems in enterprises. The best way to solve this contradiction is close cooperation between schools and enterprises. For example, let teachers and students discuss and study the management problems that enterprises need to solve urgently, and work out a set of practical management schemes; Or invite middle and senior managers of enterprises to give lectures to promote the close combination of theoretical teaching and practical teaching; Or let students directly participate in the specific work of the enterprise, work in a certain position, and let students accept it as A? Grassroots managers? The cultivation of basic quality should lay a good foundation for future employment and personal career development.

2. Appropriate introduction of general management ability curriculum system.

General management ability refers to the management skills and knowledge requirements embodied in different occupational groups, which are beyond the specific knowledge and skills of a specific occupation and industry (such as managers and resource managers). All managers should have the most important and basic abilities and talents. In the course of Principles of Management, the curriculum system of general management ability is introduced appropriately to guide students to take the basic certification examination of general management ability. Students' self-planning ability, time management ability, teamwork ability, effective communication ability, resource coordination ability and operation management ability will be significantly improved, and they will quickly grow into comprehensive quality talents needed by employers, and their employment competitiveness and career development potential will be greatly enhanced.

3. Make full use of modern information means to create an all-round interactive platform between teachers and students.

Create a QQ group for college management, and put courseware, cases, exercises, management reference materials, latest management trends and other materials in QQ group * * * for students to download and use. Teachers and students can discuss together in QQ group, and teachers can answer questions in time. In addition, teachers and students can communicate at any time through face-to-face discussion, telephone discussion, e-mail, BBS and other means to create an all-round interactive platform for teachers and students.

refer to

[1] Reflections on the teaching reform of management in our college [DB/OL]. [2008-8-26].

[2] Yang Yan. Analysis of case teaching method of management principles [J]. Journal of Shanxi University, 2007(6):2 10.

[3] Zeng Xianda. The Implementation of Game Experiential Teaching in Management Basis of Higher Vocational Education [J]. China Commercial Second Half, 2008(8):57.

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