1. Course Features
The course Industrial Enterprise Management and Technology Economics has established a stable offline teaching team and superior online teaching resources. Guided by the university's positioning and the training objectives for engineering majors under the context of engineering education accreditation, the course content has been redesigned and restructured. An open teaching system has been constructed. Adopting a student-centered approach, the course pursues comprehensive teaching reform through multi-dimensional models and diversified competency development. This aims to comprehensively enhance students' professional skills, specialized abilities, innovation and entrepreneurship capabilities, and career planning abilities. Concurrently, the course increases its challenge, emphasizes the equal importance of assessing both capability and knowledge, strengthens process assessment, and refines the process monitoring, evaluation, and incentive mechanisms for diversified assessment.
2. Innovations in Teaching Reform
1）Integrating Ideological and Political Elements throughout Course Teaching to Promote Students' Comprehensive Development
The course team integrates China's excellent traditional culture, national development philosophies, major engineering projects, national policies, and other forms of education concerning national conditions throughout the teaching process, thereby enhancing students' cultural confidence and patriotic sentiment.
2）Adopting an Outcome-Oriented Approach to Improve Course Teaching Content
In constructing the knowledge modules, content related to Project Management and Technology Economics has been added to the original management theories and methods. Set against the backdrop of engineering project practice, this integration fosters innovative thinking, strengthens students' analytical training, and explores new models of project management. Furthermore, given the rapid development of management theories, the modular design process emphasizes not only applicability but also the timeliness of teaching content updates.
3）Utilizing New Technologies to Construct a "Six-Step" Open Online Teaching System
A "six-step" online teaching system has been established, implementing a three-stage teaching design comprising pre-class preview, in-class internalization, and post-class expansion. A multi-dimensional teaching method combining "online and offline, in-class and extracurricular" activities fully integrates the advantages of online teaching resources with the experience of in-person instruction. This makes the student learning process richer and more multidimensional, increasing their interest in learning.
4）Adopting a Student-Centered Approach to Reform Classroom Teaching Models, such as Blended and Flipped Classrooms
Through multi-dimensional methods, information technology is deeply integrated with the teaching process. Enhanced interaction between teachers and students, as well as among students themselves, comprehensively improves students' professional skills, specialized abilities, innovation and entrepreneurship capabilities, and career planning abilities.
3. Course Training Objectives
Knowledge Objectives:To master the fundamental theories and basic knowledge of industrial enterprise management and technology economics; to understand engineering management principles and decision-making methods. This equips students with appropriate decision-making methods and management tools for conducting scientific research and solving complex engineering problems.
Ability Objectives:To cultivate students' abilities in market investigation and data processing, comprehensive analysis, logical thinking and systems engineering thinking, as well as their innovation awareness and capability. Students will be able to examine issues from a management perspective and possess the ability to apply systems analysis methods, and project economic and social impact assessment methods to solve practical problems.
Quality Objectives:To persist in fostering virtue through education, promote the craftsmanship spirit, and cultivate students' humanities and social science literacy, professional ethics, professional competency, teamwork, and communication skills.
4. Course Content Development, Resource Construction, and Application Status
(1) Course Content Design Concept
1) Centered on the training objectives for applied talents. Emphasize the cultivation of social practice capabilities, professional knowledge literacy, and innovation and entrepreneurship competencies, with a focus on developing students' comprehensive abilities to solve complex problems and advanced thinking skills.
2) Emphasize the updating of curriculum content in line with contemporary trends. Continuously incorporate new cases and application platforms to reflect emerging models, technologies, and developments in management.
3) Embody the student-centered teaching philosophy. Based on a thorough consideration of students' learning abilities and study habits, utilize information platforms to integrate online and offline approaches, and conduct research on designing student-centered inquiry-based and interactive teaching models.
(2) Modular course content
Based on the modular teaching philosophy, the course is structured into six instructional modules: Strategy and Decision-Making, Marketing Management, Production and Operations Management, Logistics Management, Human Resource Management and Corporate Culture, and Project Management with Technological Economics. This division aligns with the knowledge framework of course content and competency development objectives.
(3) Resource Development Status
1) Continuous improvement of textbook development. In response to the engineering discipline requirements under engineering accreditation, the course team publicly published the textbook *Business Management* through Machinery Industry Press, which has been printed three times and adopted by nearly 10 universities with substantial circulation.
2) Continuously enriching MOOC resources. Leveraging the Yutang Classroom online platform, the course team integrates curriculum content to deeply explore teaching resources. Simultaneously, utilizing the equipment resources from the college-established recording and broadcasting center, they independently develop learning video materials. These high-quality resources are incorporated into course development and teaching processes, providing robust support for students' online pre-class preparation and post-class tutoring effectiveness.
3) Development of exemplary cases. Leveraging the extensive experience in MBA case-based teaching, the course team has tailored representative cases focusing on industrial enterprise management, marketing, and engineering project management for classroom discussions and analyses, thereby enhancing students' comprehensive competencies.
5. Course Teaching Content and Implementation Organization
(1) Online + offline course teaching environment. The integration of online and offline learning, teacher-student interaction, and peer interaction fully leverages the advantages of digital teaching resources and real-world teaching experiences. Adopting a student-centered approach, blended learning is implemented to enrich and diversify the learning process for students.
(2) The "Six-Step" Network-Based Open Teaching Content Framework. This approach emphasizes personalized student development through multifaceted engagement. Students can effectively utilize instructional videos, adopt learning strategies like "practice before studying" and "work before reviewing," and address knowledge gaps via online discussions. During face-to-face sessions, instructors address common learning challenges by integrating course concepts with real-world case studies. Such interactive methods help students comprehensively achieve curriculum objectives, master foundational theories and practical skills, and enhance their overall competencies.
(3) Implementation of blended teaching methodologies. Guided by the principles of integrating theory with practice, combining quality education with specialized training, and merging classroom instruction with extracurricular activities, we establish a teaching framework featuring case-based, inquiry-driven, and guided learning approaches. Diverse instructional methods are adopted, including case analysis instruction and flipped classrooms, with students at the core to break away from traditional lecture-based teaching and passive learning paradigms.
6. Course Grade Assessment Method
A comprehensive assessment method combining online and offline approaches is adopted, covering multiple stages throughout the entire course process, including online video learning, assignments, offline attendance, classroom discussions, and final examinations (or theses), to comprehensively evaluate and determine academic performance.
Knowledge assessment: Evaluation is conducted through unit tests, in-class quizzes, and final exams (or papers).
Performance assessment: conducted through completing learning tasks and flipped classroom activities, with evaluation methods including classroom interaction, in-class exercises, and group learning reports.
Qualitative assessment: Evaluation is conducted based on students' completion of learning tasks, initiative in flipped classroom participation, teamwork, and creativity.
