|
First, the Netherlands Vocational and Technical College teaching marketing professional project outcomes
一、荷兰专业技术学校市场营销专业项目化教学的成果
1 From the positions and the ability to post group needs, reverse for curriculum
1.从岗位及岗位群的有经验需求动身,逆向施行课程设置
The school marketing professional activities under the order and nature of the similarity of the marketing job market survey group is divided into categories, category marketing planning , product sales category, customer service jobs etc. four categories , and then the market analysis , market marketing planning , marketing and negotiation , store sales and management, customer development and maintenance identified as the core curriculum.
这个学校依据市场营销生业活动顺着次序和办公性质的相仿性,把市场营销岗位群分为市场调查类、营销谋划类、产品销行类、客户服务类等四个岗位门类,而后将市场剖析技术、市场营销谋划、推销与会谈、门面店销行与管理、客户拓展与保护确认为中心课程。
2 sound project implementation system
2.完备的项目实行整体体系
The school established a clear project teaching system . Market analysis technology, for example , the course is divided into seven learning task ( step ) : Develop market research programs - define the market survey methods - design market survey - organization and implementation of market surveys - and analyzed survey data - forecast market trends - submit market survey results. In three projects completed throughout the course , learning to consolidate these learning tasks , these three projects are projects a - consumer surveys and analysis, project two - competitive product research and analysis, project three - retail terminal survey and analysis . Projects, tasks , teaching arrangements and scientific project evaluation rules constitute the complete course teaching system.
3 high-quality teaching resources and practical teaching conditions
The school marketing professional team of teachers teaching according to the project 's needs , self -based teaching materials , production related network resources, while cooperative enterprise management personnel hired part-time teachers , students regularly taught . In addition , the school marketing planning training room , agricultural products and agricultural training room, mass-based , poor quality , the United States , three-color and other school-enterprise cooperation to build a training base in the project -based instructional design and extra-curricular training played a crucial role.
Second, vocational marketing professional project teaching strategies for implementation
Compared with the vocational , vocational students in the quality of faculty, regional advantages , policy support and other areas have a larger gap. However, vocational and higher vocational belong to vocational education, for the teaching of vocational project outcomes , vocational desirability of its development philosophy, combined with local realities , creating feature of the school .
1 concept development to achieve the " three docking"
Vocational schools should be demand-oriented enterprises , the reverse set curriculum, to achieve " professional standards " and " curriculum standards " a butt , " occupational status " and " teaching content " two docking, " professional environment " and " teaching environment " three docking. Analysis of internal and professional -related jobs, classify and summarize the main post group , according to the post the required knowledge , skills set foundation courses , core curriculum and outreach programs , combined with job task selection is typical , practical , timeliness teaching items.
2 school-enterprise cooperation is the key to the implementation of project teaching and prerequisite
Machinery , computers, cooking, etc. technical expertise through the purchase of some equipment , software , instruments can be well done training courses , and marketing professional training courses or practical lesson to be out of school , in the community or within the enterprise , and its flexible operation , results evaluation complicated. Blending style without school-enterprise cooperation , marketing professional project teaching is only on paperTan soldiers .
( 1 ) The Government should extend the "invisible hand ." School-enterprise cooperation is a win-win platform for schools and businesses , but in most cases , the school was " one sided affair hot ." Government should strengthen the government to solve social justice through vocational education , the role and the role of market failure , and the formation of corresponding laws and system, strengthen the main responsibility of both schools and enterprises . At the same time , strengthen the regulation of vocational education policies and regulations to ensure that enterprises and other investors effective input of vocational education , corporate tax breaks given to school or to give financial assistance directly to share the burden of enterprise-run vocational education , to mobilize the enthusiasm of their participation and enthusiasm . In addition , the Government should set up a special agency responsible for school-enterprise cooperation , and selected school-enterprise coordinator protect school-enterprise cooperation in the breadth and depth to expand .
( 2 ) Schools should actively "go out ." First, schools should exclusively or in combination with other universities to set up a project teaching reform group , with full-time faculty and staff , clear responsibilities , the school-enterprise cooperation, project teaching and research as a long-term task.
Second, improve the quality of teachers . Project pedagogy requires teachers to become "double hand" - preaching Tuition masters and experts . School and school -based training to improve the training , please some practical experience of experts , teachers come to school lectures, organize teachers to continue their studies to the enterprise . Cooperative enterprise management personnel hired for the school part-time teachers , strengthen teachers, the students various forms of training
Guidance.
Finally, vocational education should be based locally. Schools should focus on the development needs of local businesses , such as a large number of successful enterprises , Zhejiang Linhai , Geely, Wei Xing, Yongqiang , Huahai etc. ; has springs tangerine , bayberry and other characteristics of agricultural products and the huge potential of marine economy ; Linhai is a national health City , historical and cultural city , the rapid development of tourism , school-enterprise cooperation and rare opportunities , prospects Broad.
( 3 ) companies to " think too deep and far-sighted ." Enterprises should " think too deep" , to fully understand the business is the biggest beneficiary of vocational education , as a society , we must assume to promote social stability and development of social responsibility.
Enterprises should " far-sighted ." Enterprise mode of production determines its active participation in vocational education level . The Netherlands currently or in the extensive mode of economic growth -and labor-intensive , not really go to rely on technological progress and improve the quality of workers up , corporate human resources development inherent lack of demand . Enterprises should pay attention to short-term benefits and long-term interests of unity , long-term perspective investment in human resources and reserves issues . Meanwhile, the stability of long-term business strategy to avoid school and courses in professional settings greater fluctuation arrangements .
3 project approach needs the support of traditional teaching
Teaching method, but teaching is not fixed , your in successfully implemented . Project Approach to implement more complex , more difficult, but pay attention to gradual learning , teaching method, case method , discussion method for the analysis of a number of important difficulties , vision development, improvement of communication skills are an irreplaceable role. Therefore, teaching methods can not only " project teaching " Domination , according to the different curricula , different teaching object timely adjustments flexible .
4 Project Approach in need of social understanding and support
The basis of poor students in vocational , family and community for their acceptance is low, some parents even in grade school as a " nursery ", the teacher as a " full-time nanny ." Social prejudice against vocational students' confidence and personality had a negative impact , some students give up on themselves , stoop , such as " disillusioned " nothing like the pursuit of life , learning to lose momentum and direction. Development of vocational students needed social recognition , social support is also derived from the vocational education flourishing , both promote each other.
In short, the popularization and application of project approach is the inevitable trend of development of vocational education , secondary vocational schools want the system to study the successful experience at home and abroad , to be based on the local economy at the same time , self-exploration and bold attempt to improve the school-enterprise cooperation , to promote the project teaching, training to meet the social needs of talents, promote vocational education continues to progress and harmonious development of society .
|
