The basic course of management is a professional basic course for management majors stipulated by the Ministry of Education, and its importance is self-evident. Let's take a look at the examination paper of the basic course of management. Welcome to read the reference.

Exploration on teaching methods of management basic course in higher vocational colleges

Abstract: The reform of teaching methods of basic management courses should be carried out closely around the goal of talent training. The reform of course teaching methods should focus on cultivating students' autonomous learning ability, practical ability and creative work ability, so that the trained talents can meet the needs of economic and social development. This paper analyzes the problems existing in the teaching of management basics, and puts forward a variety of teaching methods of management basics, focusing on case teaching, scenario simulation teaching, social practice teaching and other methods, so as to achieve the purpose of cultivating talents.

Keywords: management papers

First, the importance of management courses in management courses

The basic course of management is a professional basic course for management majors stipulated by the Ministry of Education, and its importance is self-evident. At present, in the face of the high development of economic globalization and market competition, the economic structure has changed from extensional investment-oriented to connotative management-oriented, and "seeking benefits from management" has become the trend and necessity of social development. Therefore, the realistic needs of society require colleges and universities to train a large number of middle and senior management talents with extensive professional basic knowledge, understanding the general laws of market economy, mastering basic management skills, scientific decision-making ability and pioneering and innovative consciousness. Management course is an enlightening and basic basic course for management majors. How to improve its teaching quality, pave the way for the follow-up professional courses, and train a sufficient number of qualified management talents for the country is an important topic of management education.

Second, the problems in the teaching of basic management courses

(1) The teaching objectives are unclear.

Teaching objectives are not independent of teaching methods. Determining teaching objectives is an important embodiment of teaching methods. Because the teaching objectives are related to what kind of teaching strategies management courses adopt to achieve these objectives, some objectives need to be achieved by different teaching methods. However, at present, the teaching objectives of management courses are unclear, which directly affects the teaching methods can not give full play to their own values and functions in the teaching process. Therefore, from this perspective, the fuzziness of teaching objectives is indeed an important reason that affects and leads to unreasonable teaching methods. Moreover, the current teaching methods of management courses are unclear, which has become an important factor affecting students' learning and teachers' teaching.

(2) The teaching method is traditional and simplified, lacking practical teaching.

When teaching management courses, the college pays too much attention to the mastery of theoretical knowledge and book knowledge, mainly focuses on classroom teaching, and lacks the necessary heuristic education, which is difficult to arouse students' interest and enthusiasm in learning. According to students' employment feedback, employers pay more attention to students' practical operation ability and comprehensive thinking mode, rather than high scores and multiple certificates in the traditional sense. Colleges and universities should pay attention to cultivating students' practical operation ability, transforming students' theoretical knowledge into practical application ability, and improving students' ability to analyze and solve problems in order to meet the needs of market economy development.

(3) The course assessment method is single.

Examination is an important link to test the teaching effect. Teachers can quickly understand the learning effect of students through the assessment results, and can also find out the shortcomings of teaching methods in time. At present, the teaching assessment method of management courses is single, basically in the form of closed-book written examination, and the topic design is also lack of innovation, with more objective questions and less active questions. This assessment method can only test students' memory of knowledge, but it is difficult to test students' comprehensive quality and practical ability.

(4) The relevant teaching practice is relatively lacking.

The goal and purpose of colleges and universities is to cultivate excellent practical talents for our social work and life. Therefore, in the teaching process of higher vocational colleges, the proportion of practical courses should be increased to enhance students' practical operation ability and truly complete this work. However, in the actual teaching process, the teaching content in the classroom is more theoretical and rarely involves practical methods and means, which makes students master theoretical knowledge better and ignore the improvement of their own practical application level. At the same time, the layout design of some teaching materials in higher vocational colleges is also unreasonable. The layout often pays attention to theoretical knowledge and involves less actual content, which is not in line with the current situation of contemporary teaching development and is outdated, which is not conducive to students mastering new teaching content.

Third, the reasons that affect the teaching effect of basic management courses

(1) Learning attitudes under different campus cultures

The educational concept of western schools is combining leniency with severity. In such a school, some students feel very hard, but they will learn something. However, the admission and exit of many domestic colleges and universities are strict, which leads to some students' negative learning attitude and insufficient learning investment, thus affecting the learning effect.

(2) Students' own cognitive deficiency and the influence of different study habits.

Students are a dynamic group, sometimes blindly impulsive. Because of their lack of basic management experience and limited cognitive ability, it is inevitable that they have some wrong views on management courses. Management is just a course to cultivate thinking ability, and thinking ability is just a kind of ability that many students lack.

(3) The foundation of management science is transitional.

The foundation of management science has certain transitional characteristics, which makes students transition from ignorance of management science to familiarity and understanding, and arouses students' learning enthusiasm. This determines that the teaching method of this course can't stick to the traditional teaching mode, and it is especially critical to highlight the "skill-based" teaching.

Fourthly, the analysis of teaching methods of basic management course.

(1) Clarify the teaching objectives

Determining teaching objectives is the first step of teaching method innovation, and the process of setting teaching objectives actually includes some basic contents of teaching method innovation means and teaching process. Once the teaching objectives are clear, there will be a basis for the choice of teaching methods, which have become an important basis for influencing and improving the effectiveness of teachers' teaching methods in the whole teaching process. When the teaching objectives are determined, teachers can choose task-driven teaching method and group teaching method. All these have a very important role in the growth and development of students. Moreover, as far as the current situation is concerned, the fuzziness of teaching objectives does have a negative impact on the innovation and implementation of teaching methods. Moreover, these teaching processes have also played a very unfavorable role in the innovation of teaching methods. In the traditional teaching mode, the formulation of teaching objectives is mainly based on the social demand for professional management talents, and some teaching objectives are often post-holding standards. This educational model is reasonable for higher vocational education.

(2) Pay attention to the diversification of teaching methods.

The teaching methods of management courses should pay attention to diversified attempts, because some basic theories are boring, and the established teaching goals and tasks can only be realized by means of teaching methods, and only in this case can we be responsible for the implementation of important tasks in the teaching process. The combination of teaching method and teaching content is an innovation in itself, such as case teaching method and situation simulation method, which may become the breakthrough to influence and improve teaching methods. The diversification of teaching methods is very effective in mobilizing students' enthusiasm. Moreover, the knowledge structure of management is in a state of differentiation, and different knowledge contents need to be combined with different education and teaching methods to play their due role. Therefore, exploring different teaching methods plays an important role in perfecting the knowledge structure.

(3) Pay attention to practical teaching.

Management practice course is an indispensable part, and innovative practical teaching methods are also an important part of teaching method reform. This plays a very important role in the innovation and improvement of teaching methods. At the same time, it also plays a very effective role in improving the whole teaching method. In the process of teaching, we should make a comprehensive analysis of it with more effective identity and achievements. This is not only conducive to students' innovation and development in these methods. At the same time, it also plays a very important role in the optimization of the whole education and teaching process. Practice teaching has its own particularity and plays an important role in the growth and development of students. Therefore, in this teaching process, we should pay more attention to the optimization of the teaching process and the innovation of practical methods.

(4) Establish an appropriate evaluation method.

Cultivating students' behavior ability is the top priority of higher vocational education. Therefore, in the assessment mode of management science, we should appropriately strengthen the assessment of applied knowledge, reduce the assessment of memory knowledge, break through the shackles of a single closed-book examination and adopt a diversified assessment mode. For example, the evaluation criteria can be based on usual grades, final grades and skill tests. This can not only prevent students from memorizing, but also effectively cultivate students' ability and quality, and further realize the talent training goal of higher vocational education.

Verb (abbreviation of verb) abstract

The teaching quality and level of basic management courses affect the quality of the whole management professionals. Therefore, the teaching methods of management courses are also directly related to the teaching quality. For a long time, management courses have accumulated rich experience in the process of teaching development, and on this basis, they have been continuously improved and optimized, and accumulated certain experience. However, there are some problems in these teaching measures and methods, and overcoming and solving these problems has become the key to affect and improve the teaching quality and effect.

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