| Abstract |
Sustainable teaching model innovation is an important way to build a new business discipline in Chinese university business school; however, its effective implementation faces various challenges. This paper conducts an exploratory study on the current status of teaching practices in the business school of L University using personal interviews and questionnaire surveys. This paper compares the main performance of three stages in the initiation of teaching activities, use of teaching methods, and evaluation of teaching effectiveness in the business school of L University. We used project-based learning (PBL) theory, modular teaching theory, and deliberate practice theory to analyze three problems in business school teaching practice: lack of linkage between business knowledge modules, lack of articulation between business theory and business practice, and lack of systematic thinking in course assessment and evaluation. Based on the analysis of the above problems, this paper proposes three countermeasures: to reconstruct the relationship of "course-knowledge-tool" with modular thinking, to strengthen the linkage between theory and practice with deliberate practice, and to promote systemic thinking with real problems assessment. This research is essential to cultivate new business talents with "business theory + business skills + system logic", and to build a new business talent education system for the digital economy and new consumer development requirements. |
