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1、1Higher Vocational Principles of Management course teaching Humble Opinion ResearchPaper Keywords vocational curriculum teaching and research Abstract vocational colleges of MBA foundation courses, is currently in the process of teaching, there are still some problems, can not fully meet the require
2、ments of the development of higher vocational education. Based on The teaching reform in the presence of the specific phenomena concise, presented at training objectives, teaching philosophy, teaching methods, teacher innovation, a number of problems, and then from the institutional, historical, tea
3、chers, incentives and other aspects of analysis to find the reasons, and there are puts forward five proposals. Principles of Management university, vocational and vocational three academic levels and associated management class professional expertise will open a course and some vocational teachers
4、believe that undergraduate teaching philosophy is the formation of many years in history, completely You can apply the results without thinking, “brought” to use, making the ordinary teaching of undergraduate education with a distinct characteristic of attention more than theoretical knowledge, prac
5、tical skills 3shortage, which is precisely the vocational training objectives divergence. Also some teachers still did not get rid of secondary vocational education model, follows the colleges teaching philosophy and methods, which obviously can not meet the application Vocational training of highly
6、 skilled talent needs. (2) is not enough scientific teaching philosophy and improve First Course Objectives inaccurate positioning of the teaching goal is to enable students to establish a correct management philosophy, students of management capacity and management quality, and most teachers focus
7、on instilling knowledge management theory and management methods to teach, the lack of management philosophy of training and management skills. two time allocation is not the science. Principles of Management course many and few hours, in order to pursue systematic and complete knowledge system, mos
8、t teachers will use 80% of the class to explain the theory of knowledge, leaving 20% or less hours for the practice of this time allocation information is passed to the students emphasis on the practice of management 4theory “,” science than art. “three emphasis on teaching materials for teachers Th
9、e way to teach, lack of teachers and two-way communication, it is difficult to make the guidance of teachers, students and inspired initiative to learn, not easy to make students understand the “soul of the management of innovation, managements value lies in practice.” 3 single teaching method, teac
10、hing poor interaction Re-teach, light participation, gravimetric analysis, integrated light, heavy knowledge of memory, light abilities, heavy end of the examination, the light formative assessment is still Teaching Principles of Management of the more common phenomenon, such as “ Case Method “in pr
11、actical use has become a” Examples law “,” discussion method “Missing right of review, and some even reduced to questioning method, etc. of teaching methods is not flexible enough, so that lack of interaction between students and teachers, “spoon-fed”, “chalk and talk” is more restricted learning in
12、itiative of the play, is not conducive to the cultivation of students creativity. 54 innovation is not enough teachers First, many teachers already accustomed to the traditional mode of education, to meet the “one chalk a book,” perfusion teaching methods, two teachers of the course is completely fu
13、ll-time practice, few opportunities to the line, three teachers of the course with a very experienced management staff communication platform is not perfect, which makes this course a combination of theory and practice has been largely restricted, it will be difficult for teachers to innovative teaching. The main reason for these problems arising A vocational education development time is short, education system is not perfect Compared with higher edu
