Case Teaching Method In The Course Of "Marketing" In Middle School Research On The Evaluation And Enhancement Of Teaching Effect

Secondary vocational education is responsible for the cultivation of technically skilled talents and has shaped a number of middle and junior vocational skilled talents on the way from the primary stage of socialism to the new era of socialism with Chinese characteristics in China.As secondary vocational schools face the process of industrial transformation and upgrading,and the quality requirements of industry talents become higher,they need to comprehensively innovate school education and teaching to respond to the needs of social and economic development.However,some secondary vocational schools have repeatedly encountered barriers and obstacles in the process of implementing new teaching models and methods,and the problems of backward teaching philosophy of teachers,low quality of students,imbalance of science and practical teaching,slippery decline of school quality and disconnection between talent quality and market demand are increasingly prominent.As one of the core courses of middle-grade accounting profession,Marketing course is positioned as a moderately theoretical and application-oriented course,focusing on the cultivation of students’ practical marketing ability.As a teaching method aiming at "consolidating students’ basic knowledge and cultivating students’ comprehensive ability",the role of case teaching method in consolidating basic knowledge,awakening students’ subjectivity and shaping students’ professionalism coincides with the teaching reform direction of the middle-level Marketing course.Based on constructivist theory,subjective education theory and inquiry learning theory,this paper investigates a secondary school in Jiangxi Province.By drawing on relevant literature and scales,the dimensions of student questionnaires were established,and six classes of accounting majors in the 20 th grade of the school were taken as the targets of the survey,and the data collected from the questionnaires were analyzed to obtain students’ evaluation of the teaching effect;based on the literature reading and the preparation of questionnaires,in order to have a more detailed and precise understanding of the teaching effect of the case teaching method,the outline of teacher interviews was determined,and six teachers of Marketing in the school were taken as the targets of the survey.In order to have a more intuitive understanding of the teaching situation of the case teaching method,we took the class "Marketing" of accounting majors in the 20 th grade of the school as the object of fieldwork for observation,and corroborated the relevant conclusions of the questionnaire and the interview.Based on the analysis of the questionnaires,teachers’ interviews and classroom observations,the problems of the case teaching method in the middle-level Marketing course are analyzed: the quality of the cases used is not high,the teachers’ experience in using the case teaching method is insufficient,the control degree of using the case teaching method is low,and the main position of students is not obvious when using the case teaching method.The causes of the problems were further analyzed: teachers did not fully consider the learning conditions of secondary school students when selecting cases,teachers’ comprehensive quality needed to be improved,teachers had cognitive bias,and students’ participation in class was low.In view of the analysis and causes of the problems,this paper proposes corresponding improvement strategies,taking into account the characteristics of Marketing course and the special characteristics of secondary school students:selecting or preparing high-quality cases to establish a case resource base,improving teachers’ ability to use case teaching method,creating a good learning atmosphere when using case teaching method,and awakening students’ subjectivity in case teaching method.