案例行动学习法——效率与效果的兼顾

案例教学法、行动学习法等主流商科情境教学模式虽在国内商学院中得到广泛的应用,但囿于使用过程中的资源限制、实施变形及方法本身的局限性,导致教学双方的反馈尚不尽如人意。本文介绍了一种全新的商科情境教学方法--案例行动学习法。论文应用建构主义理论探讨了案例行动学习法的基本原理,研究了该种方法的能力建构机理,分析了其成为工商管理主流情境教学方法的效率与效果的平衡机理,介绍了前期应用的效果。研究结果表明,案例行动学习法作为一种全新的工商管理情境教学方法,能够将案例教学与行动学习两种方法的优点有机结合在一起,具备在全国范围内推广的条件。

Case Action Learning:Seeing Both Efficiency and Effectiveness

In view of the problems existing in the current practical promotion of business administration situated teaching methods in domestic business schools, this paper combines a methodological commonality of case teaching method and action learning method with their advantages and problems in the promotion and application process to develop a new situated teaching method of business calledcase action learning method. Based on the constructivist learning theory, this paper explores the basic principles and mechanism of capacity construction of the method, then discusses the balance mechanism between efficiency and effectiveness of being a mainstream situated teaching method in business administration. After that, the preliminary trial effect and the future promotion measures are introduced.First of all, this paper focuses on two famous situated teaching methods, case teaching method and action learning method, and conducts a theoretical review of their connotation, characteristics, and popularization and application effects. It is found that the training effect in domestic business schools is not very satisfactory due to teaching resource constrains, implementation deformation and the limitations of the method itself. For example, case teaching method tends to improve students’ ability to use theory tools to deconstruct realistic problems, which is universal and relatively easy to control in teaching process, but it cannot take into account the dynamics of case situations and the practicality of decision-making. While action learning method tends tolearn by doing, and continuously improves the ability to solve practical problems through questioning, reflection, and action, but there are still many obstacles in the nationwide popularization. Based on the demand and theoretical conception of the superposition and integration of various situated education approaches, the author comes up with thecase action learning method, which takes highlevel decision cases as a carrier, and integrates the advantages of the two advanced teaching methods to form a new mode on the basis of considering case analysis, problem decision-making and problem-solving capacity construction.Second, based on the constructivist theory, it is demonstrated that the basic principle of this method comes from the multi-point fusion of two advanced teaching methods, such as the teaching materials can be shared, the capacity construction can be connected, and the teaching organization can be interplay. Then, the paper explored the capacity construction mechanism ofcase action learning method, which formed three capabilities’ interactive construction and cyclic enhancement ofanalysis-decision-solutionon the individual and group levels. Furthermore, combined with the preliminary trial feedback, a series of standardized teaching form have been designed, such as teaching materials, course duration and classroom guidance mode, so as to ensure the training effect and efficiency simultaneously. Therefore,case action learning methodovercomes the obstacles of the two methods in the application and promotion from the source, so that achieves the superimposition of their training effects.Third, the research results show thatcase action learning methodmeets the requirements of constructivism theory and business administration teaching, and integrates multiple capacities construction functions of case teaching method and action learning method from the perspective of methodology. Since it standardizing the teaching forms,which ensure both advantages of efficiency and effectiveness of being widespread promotion in Chinese business schools.In the future, further measures need to be developed to promote the implementation ofcase action learning method. For example, compiling teaching manuals, organizing large-scale teacher training and short cases’ adaption.It is expected that the nationwide popularization ofcase action learning methodwill provide a solid talent training guarantee for China to actively cope with the fierce international business competition.