Paper Keywords: Marketing Professional Training Teaching Problems and Countermeasures

To solve the problems existing in the practical teaching of marketing specialty, we should first develop and optimize the training system, then build the training evaluation system, third pay attention to the diversification of training forms, and fourth play the role of training base.

Practice teaching refers to the teaching process of cultivating students' professional skills according to the rules and objectives of talent training. Vocational training teaching can be divided into on-campus training and off-campus training from the training site; From the training form, it can be divided into skill evaluation and post evaluation; From the content of training, it can be divided into operational skills training and psychological skills training. The purpose of practical teaching in higher vocational colleges is to realize "work-study combination", which not only meets students' employment, but also serves as a bridge for the supply of talents in enterprises.

First, the problems in practice teaching

1. The orientation of practical teaching is not accurate.

At present, the structure and classification of the training system of marketing specialty in higher vocational colleges still follow the general model of "three-stage" subject courses consisting of experiments, training and on-the-job practice. The training system of this mode does not start from the requirements of enterprises for the professional ability of marketing professionals, and does not combine the training objectives of the training system with the professional ability. This lack of training mode aimed at vocational ability training is out of touch with the actual needs of enterprises. Marketing major is an applied major with strong practicality, and its goal is to cultivate compound marketing talents to meet the needs of enterprises. This goal determines that in the higher vocational education system, only by optimizing practical teaching projects can the marketing major have strong ability to solve front-line work-site problems, strong post operation ability and comprehensive professional ability.

2. The training content is out of line with the market demand.

At present, the practical teaching content of marketing specialty is matched with the corresponding theoretical courses, and the practical training content is based on the theoretical courses, not on the needs of the market and posts, which leads to the randomness of the practical training content, and leads to problems such as the intersection and improper connection between theoretical courses and practical training and different practical training projects.

3. The training and teaching form is single.

Due to the limitation of training conditions, most marketing training projects are completed by using the existing teaching resources of the school. The training and teaching methods are mostly case discussion, role playing, scenario simulation and so on, and the teaching form is relatively simple.

4. In order to meet the requirements of superiors, the off-campus training base did not play the role of application.

In order to better meet the market demand, higher vocational colleges actively establish and expand their off-campus practice bases and blindly sign contracts with many enterprises. However, from the actual operation results, most off-campus practice bases have little effect on professional practice. Many training units only play the role of visiting, and most units do not allow students to contact their own core departments and related management affairs, so students can't get in touch with the substantive work of the post when they go to the internship position. In addition, the internship content provided by the internship base is limited, which also makes the internship difficult to achieve the expected results.

Second, the corresponding countermeasures

1. Scientific orientation of practical teaching of marketing specialty

The main jobs of students majoring in marketing in higher vocational colleges are grass-roots marketing posts and middle-level marketing posts. The same requirement of enterprises for such knowledge-based talents is to be able to use specialized knowledge, technology and business experience to provide support and services for specific groups; They should not only have professional knowledge and skills, but also have good communication skills in order to effectively provide professional services to customers. The professional ability of marketing specialty includes general professional ability, professional professional ability and comprehensive professional ability.

On the basis of extensive and in-depth investigation, we divide the employment positions of marketing specialty into three positions: product sales, market development and customer service. Sort out the competence of three positions, namely "basic quality-general ability-professional general ability-professional development ability", thus forming a curriculum system consisting of professional quality curriculum package, professional basic curriculum package, professional core curriculum package and professional development curriculum package; Obviously, the career of graduates has developed from "assistant-manager-supervisor-director" and formed the integration of "knowledge, ability and quality".

Cultural teaching content; The development stage of students' cognitive ability is defined, thus forming a teaching method and means system of "analog marketing-digital marketing-real marketing".

2 training content should be closely integrated with market demand

Based on the concept of "progressive professional ability", combined with the characteristics of marketing specialty in higher vocational colleges, this paper designs the level and system of practical teaching, analyzes the core ability and working process of the post, and develops the practical training system based on action-oriented and working process-oriented according to the specific requirements of the post. The training system should be constructed step by step from perceptual to rational, from simple to complex, from single to comprehensive, from ability to quality, so as to achieve clear levels, clear goals and step by step. The training system includes four levels.

The first level is enterprise cognitive training. Through the study of basic skills courses and the training of enterprise simulation projects based on sand table competition, we can observe and inspect enterprises and fully understand the operation process of enterprise systems, so that students can have a perceptual understanding of marketing positions and design knowledge and skills and lay a foundation for further study.

The second level is digital marketing training+vocational qualification training. Through the core competence course study and digital marketing training of customer relationship management software, e-commerce software, marketing channel software system and telephone marketing system, the vocational qualification training and assessment training are organically integrated into the training and teaching. This level of training is also in line with the purpose of focusing on cultivating students' four core skills in marketing specialty. .

The third level is comprehensive skill training. On the basis of mastering core skills, aiming at students' future employment direction, typical industry personalization can guide students to deepen their understanding of enterprises in typical industries, cultivate students' adaptability to jobs, and highlight the cultivation of core skills and professional quality in specific industries.

The fourth level is post training. Highlight the cultivation of comprehensive quality and professional ability, and realize zero distance employment.

3. Pay attention to the diversification of practical teaching forms.

(1) Integration of learning and doing

In order to implement the concept of combining work with study and realize the zero-distance connection between supply and demand, the teaching mode of "learning and doing in one" embodies the characteristics of learning by doing in the teaching process, organizes teaching content according to the workflow and requirements of professional posts, and conducts teaching activities in real work scenes with professional activities as the guidance; At the same time, an interactive communication platform is built between teachers and students through learning by doing. This teaching mode embodies the unity of professionalism, practicality and openness in the teaching process.

(2) Case teaching

Case teaching is a practical teaching mode based on case analysis and special discussion. Through the analysis of a large number of real cases, this model strengthens students' mastery and application of theoretical knowledge, strengthens students' perceptual knowledge and cultivates students' ability to solve and analyze problems. This model is based on induction, and students play a more active role in the learning process, so that they can concentrate on a series of well-designed case discussions arranged in advance, thus achieving better teaching results.

(3) Internship

Practical teaching mode with on-the-job operation and graduation practice as the leading factor. It means that students transfer to enterprises for real post practice in the sixth semester. The purpose is to let students master the process and post functions of enterprise marketing activities, explore marketing skills and improve their operational ability. After accumulating certain theoretical knowledge and post operation experience, students determine graduation design topics according to the internship content, and complete graduation design under the guidance of school and enterprise tutors. This model is based on the enterprise, using the resources and environment of the enterprise, and has the characteristics of zero distance, deep level and contract.