Proceedings of the 2018 International Seminar on Education Research and Social Science (ISERSS 2018)

The Teaching Effect Investigation and Improvement Suggestion of SCM Sand Table Training Course

Authors
Bo Wang
Corresponding Author
Bo Wang
Available Online July 2018.
DOI
https://doi.org/10.2991/iserss-18.2018.28How to use a DOI?
Keywords
SCM sand table course, teaching effect, practical training, questionnaire
Abstract
In order to improve teaching effect of supply chain management (SCM) sand table training course, and make sand table courses can play a better role in improving students' comprehensive practical ability, this article mainly put forward some teaching reform ideas. It is based on the teaching practice of SCM sand table course in the Engineering & Technology College of Chengdu University of Technology. A questionnaire survey was conducted on the teaching method and effect of this course. The results show that: the difficulty and the present teaching design of SCM sand table course is relatively suitable and reasonable. However, there is still room for further improvement on courses, including grouping method, the advance distribution and explanation of course materials (rules), pre class planning, course schedule, course assessment and so on.
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Proceedings
2018 International Seminar on Education Research and Social Science (ISERSS 2018)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
July 2018
ISBN
978-94-6252-540-5
ISSN
2352-5398
DOI
https://doi.org/10.2991/iserss-18.2018.28How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Bo Wang
PY  - 2018/07
DA  - 2018/07
TI  - The Teaching Effect Investigation and Improvement Suggestion of SCM Sand Table Training Course
BT  - 2018 International Seminar on Education Research and Social Science (ISERSS 2018)
PB  - Atlantis Press
SN  - 2352-5398
UR  - https://doi.org/10.2991/iserss-18.2018.28
DO  - https://doi.org/10.2991/iserss-18.2018.28
ID  - Wang2018/07
ER  -