Investigation And Research On The Application Of Case Teaching Method In Marketing Course Teaching In Z School

Marketing is one of the required courses for finance and commerce majors in secondary vocational schools.As an applied business management course,it requires a lot of practical knowledge learning and skill training when learning this course.As a teaching method that presents real case situations and aims at strengthening students’ ability to combine theory with practice,case teaching method plays an irreplaceable role in improving students’ practical skills,deepening knowledge understanding,improving logical thinking ability and strengthening their ability to solve practical problems.How to use the case teaching method and how to better improve the teaching effect has gradually attracted the attention of scholars.This study selected Z secondary vocational school as the research object,and conducted a survey among students by questionnaire and teachers by interview.The respondents of the questionnaire were the sophomores and sophomores of the accounting major of the Department of Finance and Commerce in Z School,and the intervievents were the teachers of marketing course.The investigation focuses on the application process of case teaching method in teaching,focusing on four dimensions of case teaching organization,case content and knowledge matching,learning attitude and learning effect.The results of the survey were statistically analyzed by frequency and mean,and the teacher-student bidirectional analysis was adopted in the same dimension according to the counterpoint perspective to compare the differences of the survey results and analyze the reasons for the differences.According to the analysis of the survey results,there are still the following problems :(1)The organization of case teaching is poor.Specifically,the organization of the discussion frequency is not enough,students participate in the discussion enthusiasm is not enough,the initiative of speaking is low,the quality of the discussion needs to be improved.(2)The quality of the cases is poor,and there is not enough correspondence with knowledge.Specific performance: content and knowledge matching degree is not high,the case is a little difficult,the case shows a single means,the lack of vividness.(3)the learning attitude is not correct.Specific performance in: the degree of stimulating learning interest is insufficient,case study preparation before class is not sufficient.(4)The overall quality of learning effect is not high.Specifically,there is room for improvement in students’ ability to solve practical problems and to connect theory with practice.In view of the problems,this study puts forward countermeasures and suggestions from four aspects.At the teaching organization level,the implementation process of case teaching is defined,classroom discussion is standardized,case teaching facilities are completed and the evaluation system of case teaching is formulated.Case contents include strengthening teacher training,enriching case resources,updating teachers’ ideas and innovating the way of case presentation.In the aspect of learning attitude,we should guide students to correct their learning attitude,standardize the preview content before class,and encourage students to participate in the teaching process.In the aspect of learning effect,teachers should change their classroom role and emphasize the cultivation of logical thinking ability to promote students’ comprehensive development.