Reform and Innovation of Teaching Methods of Business Etiquette Course

Reform and Innovation of Teaching Methods of Business Etiquette Course

Business etiquette course is a quality education course in colleges and universities, through the study of the course, it can enable students to master the basic etiquette norms, and guide students to regulate their own behavior, to overcome the bad behavioral habits, so as to improve their own cultivation and degree of civilization. Learning and proper use of business etiquette will help students pay attention to the shaping and maintenance of personal image, better and more fully demonstrate their personal cultivation and elegance, and ultimately enhance their interpersonal skills, so that after graduation, they can adapt to and integrate into society faster and better.

1 Business etiquette course characteristics

Business etiquette course teaching content mainly covers the body manners, professional image etiquette, business social or business etiquette, business office etiquette, business meetings and ceremonial etiquette, business banquet etiquette of the six basic modules, with a practical and operable characteristics. The characteristics of practicality and operability. Because a considerable part of the teaching content is the most common behavioral norms in our daily life, so for the basic business etiquette involved in the course of general knowledge and norms, students are usually able to accept and understand more easily. However, it is more difficult to transform these etiquette knowledge and norms into students' conscious behavior and even internalize them into their own habits. Therefore, compared with other courses, business etiquette course is the most significant feature is to know easy to do difficult.

In recent years, many colleges and universities have gradually increased the importance of quality education and comprehensively adjusted the curriculum system in order to improve the overall quality of students, and opened a lot of quality education courses, business etiquette course is one of them. However, after several years of teaching practice, the teaching effectiveness of business etiquette courses is not significant, the root of the problem is not difficult to find that the traditional teaching methods based on the teacher's classroom lectures and business etiquette course practicality, operational characteristics of the departure, it is difficult to realize the teaching process so that the students know and act in unison, learning and doing the same teaching goals. Based on this, this paper for the teaching characteristics of business etiquette course on its teaching methods to put forward a few suggestions for improvement, in order to provide reference for the business etiquette courses in colleges and universities to provide reference and innovation in teaching reform and innovation.

2 According to the course characteristics of business etiquette combined with the teaching content of the comprehensive use of a variety of teaching methods

2.1 Behavioral guidance teaching

As mentioned earlier, the business etiquette course itself does not have any profound theories, the key is how to effectively guide the students to the etiquette of the knowledge really applied to real life and work, better to the business etiquette of the students. Real life and work, better regulate their own behavior, and develop good civilized habits. In the teaching process of business etiquette, in addition to the guidance of ideas and concepts through necessary lectures, the behavioral guidance of teachers is particularly important. The so-called behavioral guidance means that business etiquette teachers should set an example, pay attention to their own image and quality enhancement, through their own behavior to influence and educate students, so that students are convinced to set the right example for students. A high professional moral quality, good personal image temperament, talk civilized, elegant manners, etiquette practice experience of business etiquette teachers, will be able to through their own? Teaching by example? Intuitively implement etiquette education, students have a positive cognitive and guiding role, so that students are subject to subtle influence.

2.2 Classroom lectures with diversified teaching materials

It is undeniable that no matter how strong the practicality and applicability of business etiquette courses are, classroom lectures are still the most basic teaching method, which can't be completely abandoned. In order to avoid the dullness of classroom teaching and enhance its interest, teachers should not only try to make their own language expression vivid and wonderful, but also give full play to the advantages of multimedia lectures, cases, videos, images, and other diversified teaching materials flexibly, to mobilize the students' interest in learning. In the production of multimedia courseware, do not hit the books on the large text content on the screen, but should be based on the content of the teaching, the text and the relevant etiquette pictures are integrated, the students to produce a certain visual stimulus. At the same time, according to the content of the etiquette module reasonable insertion of guidance cases, discussion cases and etiquette video images to introduce, discuss and explain the relevant knowledge of business etiquette and etiquette norms, not only can mobilize students to learn to explore the enthusiasm, but also help to improve the students' analysis of the problem, problem solving and the ability to express their language.

2.3 Demonstration and Behavioral Training

Business etiquette is an applied course, which contains a lot of operational etiquette knowledge, such as the basic norms of standing, sitting, walking, squatting and other postures in the etiquette of grooming; dress etiquette in the tie and scarf playing; business communication etiquette in the introduction, handshake, handing business cards, etc. etiquette requirements; business banquet etiquette, western and eastern tableware correct use and so on. Correct use of tableware in business banquet etiquette. If the above teaching contents only rely on the teacher's language expression or refer to the pictures and teaching videos to learn, it is difficult for students to really understand. In the process of teaching, the teacher should be brave and confident to act as a model of etiquette, according to the content of the teaching of the correct action demonstration and demonstration, and at the same time explain the relevant action and etiquette norms, in order to facilitate the students to observe and imitate.

The teacher's demonstration must be effectively combined with the students' behavioral training, i.e., after the students understand the specific practices of the basic etiquette norms. Should be allowed to carry out practical training. In order to enliven the classroom atmosphere, promote students to better grasp the knowledge of these manners, you can arrange for students to practice in groups, and then take turns to demonstrate, after each group demonstration by the students to evaluate each other, point out that the operation is not appropriate or action is not standardized, and then finally by the teacher's comments.

2.4 Scenario Simulation and Role Play

In order for students to integrate the etiquette knowledge they have learned, to apply it flexibly in practice, and to improve their etiquette practice ability, teachers can integrate the etiquette knowledge of each module, design different business scenarios, and let students carry out scenario simulation training in groups. Scenario simulation and role-playing is an extension of behavioral training, so that students in a specific situation by playing a role in a number of etiquette norms and skills integration, flexible use. For example, the simulation of business negotiations, business reception and visits, business banquets and other scenarios can involve telephone etiquette, grooming etiquette, meeting etiquette, language etiquette, ceremonial etiquette, banquet etiquette and other etiquette content. This comprehensive combat simulation exercise helps deepen students' understanding and knowledge of business etiquette teaching content, and improve the ability to solve practical problems.

When using scenario simulation and role-playing teaching methods, tasks should be assigned in advance. First of all, the students will be grouped, and then set up the scene simulation task, the task of each group can be the same can be slightly different; after the group according to their own tasks after class to carry out their own role allocation, dialogue and scene design, props preparation and rehearsal. Simulation exercise in the class group, can be the first students to comment on each other, and finally summarized by the teacher. The students' simulation process can also be recorded and critiqued centrally.　In the behavioral training and simulation training, the teacher can take the students' comprehensive performance as the basis for the assessment of the usual results, which to a certain extent can enhance the students' attention and seriousness to ensure that a good teaching effect.

2.5 Contests and Social Practices

The teaching of business etiquette courses should not be limited to the classroom, but should also actively carry out extracurricular teaching. For example, activities such as etiquette knowledge contests and professional image design contests can be held on campus regularly or irregularly to popularize general knowledge of etiquette and at the same time enhance students' interest in learning etiquette.

In addition, active participation in social practice is also a good extracurricular teaching method to consolidate the effect of classroom teaching and enhance students' etiquette practice ability. Business etiquette teachers can actively cooperate with the relationship between enterprises and institutions to contact, in these units to organize large-scale conferences, exhibitions, celebrations, opening ceremonies and other activities to provide students with practice opportunities, so that students participate in the venue layout, meeting reception and other etiquette work, through personal participation in the class learned etiquette norms applied to the actual work, to achieve the combination of theory and practice, the combination of the classroom and the society, in order to continuously improve students' etiquette operation.

3 Guarantee factors for the teaching methods of business etiquette courses to give full play to their effectiveness

3.1 Professional level of teachers

At present, many colleges and universities are responsible for the teaching of business etiquette courses for the majority of teachers?

Currently, many teachers in colleges and universities who are responsible for teaching business etiquette courses are mostly halfway educated. In addition, because the theoretical knowledge of business etiquette courses is relatively easy to grasp, so the school in the selection of teachers is relatively casual, negligent of their own etiquette and image of the examination. As a result, the teacher level of business etiquette courses in colleges and universities is uneven, and a considerable part of the teachers can speak the theory of etiquette, but the actual application and practical guidance ability is weak, and the teaching method is single.

Teachers for their own image of the lack of attention to the lack of etiquette and the lack of operational capacity, so that the content of the teaching and the visual perception of the students to deviate from the single theory of teaching so that students' learning enthusiasm is weak, it is difficult to obtain a more ideal teaching results. Therefore, colleges and universities should pay attention to the selection of business etiquette teachers, and regularly arrange for teachers to professional etiquette training institutions or educational institutions for training or to enterprises to participate in social practice in order to improve the teacher's etiquette and etiquette teaching ability, so as to continuously improve the teaching level of business etiquette courses, and achieve good teaching results.

3.2 Students' willingness to learn and the degree of importance

Most of the business etiquette courses in colleges and universities are quality elective courses or professional electives, and most of the students think that the business etiquette courses are dispensable compared with the professional core courses. The reason for taking the course is not because they think it is important to learn etiquette knowledge, but because the content of the course is simple and it is easy to pass the final exam and get good credits. Due to the lack of willingness to learn and the lack of attention, they tend to pay little attention during the lectures, and are not active in participating in the etiquette training and scenario simulation exercises, so they just deal with it. In the face of this situation, business etiquette teachers can not listen to it, not to mention the negative response. But should be based on the professional characteristics of the object of instruction, combined with the professional talents of the industry demand, for the future needs of the students targeted selection of business etiquette course teaching content, highlighting the object, practicality, applicability. Arranging teaching tasks to demand the training of key skills as the focus of teaching, and try to meet the requirements of industry jobs for talents in etiquette skills and quality. Teaching content can be divided into a number of teaching modules, so that students can recognize the importance of etiquette in their career development after the end of the module teaching, to solve the specific etiquette operation of the confusion, and learn how to design a decent professional image for themselves according to the characteristics of the industry. In addition, when arranging the specific teaching content, according to the actual requirements of the students' future employment positions, in order to be enough to the extent that there are some trade-offs, some focus, so that the course content is more targeted. At the same time, in the integrated use of a variety of teaching methods, but also pay attention to the students' professional fit, such as case selection, scenario design, social practice, etc. should try to choose its future industry-related, so that students' participation will be fully mobilized, but also better and more fully play the role of the teaching methods.

3.3 Perfection of Teaching Facilities

In order to improve students' ability to practice business etiquette, we need to use behavioral training, simulation and role-playing teaching methods in teaching. Whether these teaching methods can be fully effective depends not only on the etiquette of the teachers and the level of etiquette operation, the students' participation in the active and attention to the degree, but also subject to the degree of perfection of the teaching facilities. For example, business meetings and ceremonial etiquette in the business negotiation, business contracting, venue layout etiquette simulation training, business banquet etiquette in the Chinese and Western food etiquette simulation training, professional image etiquette in the standing, sitting, walking, squatting and other grooming exercises, and so on for the venue and facilities have certain requirements. If there is a lack of business etiquette training venues and equipment, these hardware conditions, the above simulation training can only be carried out in the ordinary classroom, not only affecting the realism of the simulation training, but also the students' interest in participating in it will be greatly reduced. Therefore, in order to facilitate the teachers to flexibly use a variety of teaching methods to ensure that the business etiquette course to achieve good teaching results, colleges and universities should strengthen the construction of business etiquette training venues, and constantly improve the teaching facilities.