Problems and research of case teaching method in management teaching

Problems and research of case teaching method in management teaching

Abstract: In the teaching of management science, case teaching method has been proved to be a very prominent and practical method, which has won unanimous praise from teachers and students in the school. However, due to the long-term development in the exam-oriented education environment, the traditional teaching method based on indoctrination still has far-reaching influence, so there are still some problems in its application and development, which makes its teaching effect unable to fully achieve the expected effect. This paper analyzes the problems existing in case teaching method and tries to put forward corresponding solutions.

Paper Keywords: case teaching and management "target =" _ blank ">；; Management, problems and countermeasures.

1. Analysis of the present situation of case teaching method in management.

Management is a practical, theoretical, scientific and artistic applied subject, and it is the basic course of management. This course aims to enable students to establish modern management concepts, master and apply the basic principles and methods of management, improve their own management quality, cultivate and improve their theoretical quality and practical skills, improve their practical ability, innovative ability and professional ability through practical skills training, and lay a solid theoretical and professional foundation for students' employment. However, how to cultivate students into qualified management professionals with certain management research ability and basic management practice ability has become the focus and difficulty in management teaching.

Among many teaching methods of management, the case teaching method, which combines the basic theory of management with cases, has been accepted by teachers and has become one of the most important teaching modes. It is an interactive teaching method which is student-centered and combines theory with practice. Case teaching originated from Harvard Business School and was established in 1908. It was originally used in business administration, but now it has been extended to all fields of management science and has become an important way of modern management education. With the help of cases in management practice, students are placed in specific management situations and given appropriate guidance to provide students with broad thinking space and harmonious coexistence with others. Actual combat? The extremely similar internship atmosphere cultivates students' ability to think, analyze and solve problems independently, cultivates students' team consciousness, promotes their mutual communication, shapes healthy personality and correct value orientation, and makes students really close to or even integrate into the real management world. A large number of practices have proved that case teaching plays an important role in ensuring the teaching quality and effect of management courses.

2. The main problems existing in the current case teaching method of management.

In recent years, we have generally adopted the case teaching method in the teaching of undergraduate management courses, and achieved good results. However, due to the late start of management science in China, the case teaching of management is relatively backward, and many problems have been encountered in the case teaching, which requires theoretical research and practical exploration. Mainly in the following aspects:

2. 1 Professional teachers' practical teaching ability needs to be further improved.

The premise of adopting case teaching method is that teachers themselves must have strong ability to analyze and solve practical problems, but because most teachers are? School gate? Arrive? School gate? Without practical experience, teachers can't go deep into enterprises for a long time, and at the same time, they lack practical training for teachers and can't effectively learn, judge and guide students to think and learn. In this case, the case teaching method is only used to supplement and explain some cases interspersed in classroom teaching, which leads to the phenomenon that the case inspiration angle is relatively single and the case comment is not deep and comprehensive enough, thus affecting the due effect of case teaching.

2.2 Students have narrow knowledge and problems with their learning methods.

Compared with other teaching methods, case teaching is a difficult teaching method, which puts forward higher requirements for both teachers and students. When using the case teaching method, in order to achieve better results, students must have certain theoretical knowledge and rich social experience, and then they can discuss, communicate with each other, learn from each other's strong points and open up new ideas in the case teaching process. However, students who enter university from middle school only have some basic economics papers "target =" _ blank "> little knowledge of economics and management, not to mention social experience. In addition, for college students who have been deeply influenced by the traditional indoctrination teaching method for a long time, although they have a strong interest in the case teaching method, they are at a loss when answering the questions raised in the case, and they cannot use the management knowledge they have learned to study and solve the problems in the case and in real life, resulting in less students' participation and unsatisfactory learning results.

2.3 The quality requirements for case selection are not high.

At present, a large number of foreign cases are used in teaching, which are too old, unrepresentative and not closely related to the curriculum. Moreover, the current case sources mainly come from three aspects: first, it is directly imported from abroad, which is a copy of foreign management cases and can be used for reference, but it is difficult to achieve real results in teaching application, because of the differences between eastern and western cultures, social environment and enterprise system, it is difficult for most China students to learn directly from foreign cases and gain new knowledge from them; Second, the cases cited in the current class are only an extension of examples and a touch-up to teaching. Because these cases are relatively simple and the background is not clear. Third, the case comes from news reports and examples of rewriting newspapers and magazines. Although the content of this case is novel, local and highly reliable, these materials have certain classroom pertinence and theoretical depth due to the lack of processing, which is very accidental and cannot be analyzed with normal theory. The teaching object is students who have no work experience and lack social experience. Because of their lack of knowledge, they may not be able to start and lose interest in participating, so it is difficult for case teaching to achieve the expected results.

2.4 The incentive mechanism for implementing the case teaching method is not perfect.

On the front line, because it is time-consuming and laborious to collect and sort out cases, which can't be used as research results and can't help the evaluation of teachers' professional titles, more teachers are more willing to spend time doing academic research and publishing papers; Secondly, the current evaluation and incentive system of college teachers in China has little to do with the quality of teachers' classes, and some of them have nothing to do at all; Finally, judging from the methods of many teaching competitions at present, including the winning conditions and assessment standards, the competition teachers do not need to reform the teaching methods, and the winners are all indoctrinated? Classic? Its negative orientation should not be underestimated.

3. Countermeasures to solve the current problems of case teaching.

3. 1 Constantly broaden channels and strengthen teachers.

As a highly skillful and arduous teaching method, case teaching requires all thesis teachers in the world not only to have good oral expression skills, but also to have the ability to stimulate students to participate in discussions extensively, and to guide students to improve the theory of cases so that they can have a more thorough understanding of the issues involved in cases. Therefore, teachers should strengthen training, constantly update their concepts and master all kinds of skills and techniques needed for case teaching. Therefore, the school should send teachers to receive systematic case teaching training and learning in a planned way; Personally participate in enterprise management activities, be familiar with the business environment and operation process of enterprises, collect typical cases in management practice, enrich the teaching content of management cases and improve the quality of case teaching; Organize teachers to carry out? Industry-University-Research? Activities, so that teachers can improve their practical ability in the process of serving enterprises, realize two-way communication between teachers and enterprise managers, complement each other's advantages and enrich teaching experience.

3.2 Cultivate students' good study habits, keep pace with the times and update their learning concepts.

It is necessary to combine the actual situation, make use of the existing conditions and new teaching concepts, and make every effort to change the phenomenon that students are always accustomed to the teacher's unilateral speaking on the stage, and students are listened to beautifully. I hope the teacher can provide a unique and absolutely accurate answer to each case, which is incomprehensible to the uncertainty and variability of management work. Therefore, to carry out case teaching in management teaching, students' learning concepts and habits must be constantly updated. First of all, students should be informed of the teaching content in advance, and be required to prepare actively before class, reserve the relevant theoretical knowledge needed for case analysis, carefully read or listen to the background materials and related contents of the case, be good at finding problems from complex case situations, and then find ways to solve problems from different angles; Secondly, students are required to actively participate. In case teaching, students should take cases as examples. The role of the parties? Observe and think about the problems in the case, cultivate students to face complex and changeable situations, actively participate in case analysis and discussion, so as to learn from each other's strengths; Third, ask students to sum up carefully and put forward solutions. Students must sum up their own problems in the process of case analysis, as well as their understanding of the case and theoretical gains, and form a written solution. Finally, students' performance in case teaching is included in the final grade and accounts for a large proportion.