“消费者行为学”立体式、研究性教学的构建、实践及评价

Construction, Practice and Evaluation of 3-Dimensional and Research-oriented Teaching of Consumer Behavior

研究性教学是推动新建本科院校一流课程建设和培育学生专业创新创业能力及研究能力的有效路径。课题组以"消费者行为学"为实践载体,构建与实践了基于雨课堂的OMO教学、基于项目与竞赛的创新创业和基于科研项目的深度探索的"三维一体"的立体式研究性教学。通过问卷调查表明:学生对研究性教学的认知、行为及结果均持正面态度,说明专业课的研究性教学可以增强专业教学的趣味性、互动性、反馈性,激发学生创新创业的能力和专业实操能力,培育学生发现问题、分析问题和解决问题的研究能力。同时,在推进研究性教学的过程中,必须注意少数学生的消极态度、普遍推行时存在系统性的"玻璃天花板"问题,建议通过构建、整合利益攸关者的机制来解决"教"与"学"两个方面的系统难题。

Research-oriented teaching is an effective approach to promoting construction of firstclass courses as well as innovating, entrepreneuring and researching ability of students of newly-founded universities. Using Consumer Behavior as the practice vehicle, the project team constructed and practiced the OMO teaching based on rain classroom, innovation and entrepreneuring based on project and competition and the 3-in-1 3-dimensional research-oriented teaching based on in-depth exploration of science project. The questionnaire survey shows that the students hold positive attitude towards cognition, behavior and result of research-oriented teaching, indicating that major courses offered in the research-oriented method can increase interest, interactiveness and response so as to promote the students’ innovating and entrepreneuring ability, increase their professional operational ability, and cultivate their research ability in identifying, analyzing and solving problems. The negative attitude of a minority of the students towards promotion of research-oriented teaching, especially the problem of systematic"glass ceiling"encountered in wide-spread promotion of the above mentioned teaching method, however, should be given adequate attention. It is desirable that the system problems of both the teaching side and learning side be solved through the construction and integration mechanism of the concerned parties.