Management Case Method in Teaching and Research Problems

Abstract: In the Case teaching Method of management proved to be a more effective teaching methods are very prominent and useful, won the praise of teachers and students. But because of the long-term development in the examination-oriented Education environment, mainly by instilling the impact of traditional teaching methods is still relatively far-reaching, so there are still some aspects of application development, and teaching effectiveness to achieve the desired effect can not. This needle case method to analyze the problems and seek appropriate solutions proposed approach.

Keywords: case teaching, management thesis "target =" _blank "> management, problems and solutions.

1, the current management situation of Case Teaching Method

Management is a practical and theoretical, scientific and artistic combination of the application of discipline, management science is a basic course which aims to enable students to establish a modern management ideas, grasp and apply management the basic principles and methods to improve the quality of their management to develop and improve the quality of students the theory and practical skills, and through practical skills training to improve their practical ability, creative ability and professional capacity for the students lay a solid theoretical foundation for employment and professional basis. but how to nurture students into the study of management has some ability, but also have ability to pass basic management practices of management students, has become the management of teaching this course the emphasis and difficulty.

In many teaching methods of management, will manage the basic theory of the case and the case teaching method combining the majority of teachers are widely accepted and has become one of the most important mode of teaching, it is a student-centered, theory and practice a combination of interactive teaching methods. case originated in 1908, built teaching hospital of Harvard Business School, first for business administration, is now extended to all areas of management, becoming an important way of modern management Education. It is through management practices in the case, the students exposure to specific management scenarios being given proper guidance, to provide students with a wide space of thinking and with the "real" atmosphere very similar to the internship, students independent thinking, independent analysis and problem-solving ability, students sense of team and promote its exchange and communication with each other, shaping a healthy personality traits and the correct values, so that students really close to or even integrated into the management of the real world. a lot of practice have proved to ensure management case study teaching quality and effectiveness have not be underestimated.

2, the current management of case teaching method of the main problems

In recent years, undergraduate management courses in teaching the case method has been widely used and received good results. However, due to late start of management science, management, case teaching is relatively backward, so we have encountered in case teaching to a lot of problems, theoretical research and in practice to be explored. lies in the following areas:

2.1 professional practice and teaching ability of teachers to be further improved

A prerequisite for using case method teachers themselves must have strong analytical, problem solving ability, but because most of the teachers are the "gate" to "gate", there is no practical experience, teachers can not long deep enterprise , while the lack of practical training for teachers, which can not effectively carry out research on the case, judge, and guide students to think about learning. In this case, simply adopt the case method, but is interspersed in the classroom teaching of a certain some cases as a teaching supplement and instructions, resulting in a relatively simple case inspired perspective, case reviews not enough depth, comprehensive, thereby affecting the desired effects of case teaching phenomenon.

2.2 The narrow range of knowledge of students, learning problems

Compared to other teaching methods, the case of teaching there is a certain degree of difficulty of a teaching method, in high demand on teachers, while the requirement for students is relatively high. In the use of case teaching method, in order to achieve better effect, students must have a certain amount of theoretical knowledge and rich social experience, and thus the teaching process in case discussions, exchange, learn from each other, explore new ideas. but the high school students into college, just have some basic economic Science Papers "target =" _blank "> the knowledge of economics, management, involving very little knowledge, social experience is even more out of the question, in addition, for a long time to accept the traditional teaching methods of instilling a deep college students, although case a strong interest in teaching methods, but the treatment of the issues raised in case of helpless, irrelevant answers, can not use their knowledge to the management of the case study and solve real life problems and issues, resulting in fewer students, learning is not very satisfactory.

2.3 The selection of quality do not ask for the case

At present, extensive use of case teaching of foreign cases, and too old, lack of representation, and course contact is not tight enough, and the current case comes from three main sources: first, directly imported from abroad, is the case of foreign management a replica, you can reference, but in teaching applications, it is difficult to play a real effect, because the cultural differences and social differences between the environment and the enterprise system, for most Chinese students, is difficult to draw foreign direct case and derive knowledge, and second, the cases cited is the classroom as an example of the extension, is taught embellishment. because the case is relatively simple, have clear background. Third is the case from news reports, newspapers, magazines, an instance of rewriting. This case Although relatively new content, there are local, reliable high mountain, but due to lack of processing of these materials, the classroom is not necessarily targeted and theoretical depth, and with a great chance, certainly it can not come out with the normal theory . The object of teaching is no work experience and lack of social experience for students, because of their lack of knowledge of reserves may be impossible to start, lose interest in participating, making it difficult to achieve the desired effect of case teaching.

2.4 The case teaching method to implement the incentive mechanism is not perfect

The first line, because the preparation of case acquisition time-consuming, and can not be used as research, evaluation of teachers is also the title does not help, so more teachers are more willing to take the time to do academic research, published papers, and secondly, present higher assessment and incentive system for teachers and teachers have little class to their quality, there is no relationship altogether, and finally, from the current method of teaching competition, including many award-winning conditions, assessment standards, teachers do not need to match reform of teaching methods, Class winners are all taught the "classic" work, the negative orientation should not be underestimated.

3, to solve the current problem of Case Teaching Strategies

3.1 ways to continue to broaden, strengthen faculty

Case teaching as a skill, a higher degree of difficulty of teaching method, which requires teachers to have both papers the world good oral skills, but also to inspire students to extensively participate in discussions with the ability to guide students to be able to improve the theory of the case, on the case to the issues involved to obtain a more thorough understanding. Therefore, teachers should strengthen training, constantly update our concepts, and mastery of case teaching skills and techniques required. To this end, schools should plan to send classroom teachers receive systematic training of case teaching and learning, personally involved in business management, and are familiar business environment, understand the business operating procedures, the practice in the management of a typical collection case management case course content to enrich and improve the quality of case teaching, organizing teachers in "production, learning and research" activities, so that teachers in the process of improving the practice of corporate services capability to meet the teachers and two-way communication between corporate executives, complementary advantages, to enrich the teaching experience.

3.2 students good study habits, learning the concept of update times

We must be practical, the use of existing conditions and new teaching philosophy, to unilaterally change the teachers, students always used to say on stage, the students passively listen, hope that teachers can provide a unique each case the answer is absolutely accurate on the management of uncertainty and variability can not understand the phenomenon. Therefore, the implementation of teaching in the management of case teaching to student learning must be constantly updated concept and study habits. First of all, the teaching content to inform students in advance, and require students to actively prepare before class, the required reserves related to case studies of theoretical knowledge, read or listen to case background material and related content, should be good at finding the complex problem of case scenarios, from different angles, find solution problem, and secondly, ask students to actively participate. in which case teaching, students should be the case, "the role of the parties" to the case of observation and thinking problems, exercise students to face the complex and volatile situation, able to actively participate in case discussed, Zuodao take people long to make up our own weaknesses, again, ask students to conscientiously sum up and propose solutions. Students must summarize their analysis in the case of problems, as well as understanding and theory in the case of the harvest, and the formation of a written solution. Finally, the case study the situation in the performance of students who satisfied the final results, and account for a large proportion.

3.3 The customs strict case selection, and enhance the effectiveness of case

First, the content of teaching cases should be granted as much as possible the theoretical knowledge involved to achieve the goal of management courses, and second, to ensure that the selected cases should be true, is the management practice in the actual events, is common in practical work , complex problems, such cases have Yantao value. Otherwise, it will lower the enthusiasm of the students involved in case, can not play a role in guiding practice, third is the difficulty of the problem for the student's cognitive ability, to do small, medium , large case step by step, as far as possible to increase the difficulty gradient, so that students start from the simple, step by step to acquire knowledge in the course of the joy of success, the four are more choices and daily life and our actual business cases, especially those around the case, If the units, local businesses, the more students are familiar with the case of the more contagious, both to the case with a strong sense of the times, but also with students in close contact with real life, thus increasing the students interest and input level improve the teaching effect.

3.4 The case study to establish an incentive mechanism to encourage

Case teaching is a heavy workload, but not necessarily a result of the work, if there is no sound incentives for teachers willing to try the natural case will be very little teaching. Therefore, we must improve Education through the establishment of evaluation system, to encourage and mobilization of teachers in case teaching enthusiasm, on the effect of good case study to observe and summarize the promotion, but should develop regulatory systems and incentives to encourage teachers to actively practice. for example, may provide the basis of professional courses and specialized courses teaching must have a certain percentage of cases teaching, teachers, social and corporate research deep into the preparation of the workload of cases subsidies appropriate recognition of its research work, regular evaluation and priority to be good teaching cases or published, and in teaching other aspects of remuneration and job classification to be tilted so .

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