DEStech Transactions on Social Science, Education and Human Science | 2019
Teaching Reform of “N+2” Diversified Examination Mode—Take the Course of “Introduction to Logistics Management” as an Example
Abstract
The goal of running a school in colleges and universities is to train applied talents who meet the needs of society in an all-round way, with solid basic theory, strong practical ability, high comprehensive quality, facing the needs of talent market, adapting to the needs of production, construction, management and service. The continuous changes of learning methods and learning processes in the information age require that the learning evaluation of students should not be a single examination paper, but a diversified evaluation oriented to the learning process. In this paper, on the basis of analyzing on the problems existed in the traditional examination way, combined with the development of local colleges and universities, by the course of logistics management, to explore diversified evaluation method of teaching design, achieving the goal of improve the teaching quality and effect. Introduction The goal of running a school in colleges and universities is to train applied talents who meet the needs of society in an all-round way, with solid basic theory, strong practical ability, high comprehensive quality, facing the needs of talent market, adapting to the needs of production, construction, management and service. Through the cooperation between school and enterprise to train and educate people, reasonable and scientific formulation of talent training scheme is the guarantee for the realization of talent training [1]. However, there are still some problems in the curriculum assessment mode of senior management personnel training in colleges and universities, and with the development of information technology, now college students are no longer satisfied with just multimedia classroom theoretical classes, which is seriously restricted [2]. It has become an important subject of teaching reform in colleges and universities to improve the quality of talent training, how to be close to the actual needs of enterprises and how to cultivate students abilities in many aspects, so as to construct a diversified assessment mode based on ability test [3]. With the continuous development of social economy, the need for logistics talents is also on the rise. The training goal of logistics management specialty is to train moral, intellectual, physical and physical development to meet the needs of society, solid basic theory, strong practical ability, high comprehensive quality, facing the market demand of logistics talents, mastering the logistics operation process such as transportation, warehousing, distribution, procurement, circulation processing, information processing, etc., being able to engage in logistics management and logistics management planning in production and circulation enterprises, government departments, Logistics industry planning and other related management and scientific research work of applied senior logistics management personnel. In order to further strengthen teaching process management, improve teaching quality, scientifically construct diversified and process-oriented curriculum assessment and evaluation system, and further highlight the importance of process evaluation in curriculum assessment and evaluation, the core course of introduction to Logistics Management , carries out the reform of N+2 course assessment mode. The Deficiency of Traditional Examination Method For a long time, examination-oriented education has been deeply rooted in the hearts of teachers 1 and students. The way of curriculum assessment is mainly attendance and final examination, which reflects the learning situation of a certain course through the final score. However, with the deepening of higher education teaching reform, the curriculum teaching mode is becoming more and more diversified, and the shortcomings of traditional assessment methods are becoming more and more obvious. Single Way of Assessment The traditional curriculum examination is mainly based on the final examination to determine the students curriculum performance, the form is relatively single, which does not reflect the characteristics of the curriculum and the corresponding ability requirements of the training objectives, and can not accurately reflect the teaching quality and students enthusiasm for learning. Weak Effect of Teaching Most of the students are temporarily holding Buddhist feet a week before the examination, and taking the examination with a hard memory. Although the results are good, they don t really understand to remember and use them, which is easy to forget. Taking the course of “Introduction to Logistics Management” For example, this course was started at the beginning of the first year. This is the basic course of the major and the core course of the major. However, the actual situation is that some students have been left behind the brain after the test. Disconnection between Two Evaluation Methods The school evaluation is biased to the degree of theory, which cannot promote the students professional ability and personality development very well. The enterprise attaches great importance to the students comprehensive quality and professional skills, as well as the individual characteristics. The school evaluation failed to guide the students to develop comprehensively, and the school education was out of line with the enterprise demand. Misorientation and Lack of Practicality of the Assessment For the examination of teaching courses, students and teachers are concerned about the testing function of the examination. Students study for the examination, the purpose is to get scores, so as to obtain credits and the final diploma. Teachers assign a topic, correct test papers, only to evaluate students academic performance. It is difficult to give full play to the guiding role of the examination, and cannot improve students vocational skills and literacy [4]. Design of Teaching Link of N+2 Pluralistic Course Examination Mode for Introduction to Logistics Management