Under the background of economic globalization, international trade has become the new favorite of economic colleges and universities, which have been opened in many types of colleges and universities, and have delivered a large number of excellent talents with professional economic knowledge and practical skills to the society.
In secondary vocational institutions, the teaching goal of the school is to deliver technical talents with professional knowledge and relevant skills to the society, which has a broader student population compared with high school education, but the teaching difficulty will be greater because the threshold is lower. Marketing is the main course of international trade, and in order to improve the employment rate of students in this major, secondary colleges and universities should strengthen the curriculum teaching reform, establish a market-oriented teaching system, effectively enhance students’ basic knowledge level and knowledge practice ability, and improve students’ professional quality from all aspects.
1. Current situation of teaching international trade marketing class in secondary vocational colleges
All along, the teaching objectives of secondary vocational schools have not been changed, so the innovation of their teaching mode will be restricted accordingly, resulting in their teaching quality can no longer meet the requirements of modern vocational education, especially for the course of international trade marketing which is linked to the market. Although it is said that the theoretical knowledge framework of marketing has not changed, the market situation is changing, people’s consumption ideas are changing, so the content that students need to learn is also changing, but generally speaking, the teaching materials in schools are updated slowly, so it is not desirable if they are simply taught according to the textbook.
At this stage, there are still more problems in teaching international trade marketing in secondary vocational schools, which are as follows.
① Students are not motivated to learn.
The teaching content of economics majors is relatively dry and abstract, and in the fill-in-the-blank teaching mode, teachers rely solely on textbooks to teach theoretical knowledge will be difficult for students to understand, and they can only memorize, which inevitably lose enthusiasm for learning.
② teaching objectives are not clear, the practice system is not perfect.
The study of marketing is closely related to people’s practical life and is a subject with strong practicality, but schools do not seize the focus of this course, ignoring the cultivation of students’ practical ability, resulting in imperfect practical teaching facilities, lack of cooperation with relevant enterprises, and students do not have the opportunity to experience the professional environment through internships.
③The course evaluation system is unreasonable.
As a secondary vocational school, it is unreasonable to adopt the same way of paper assessment to evaluate students’ ability, which is contrary to the educational goal of the school.
2. Teaching reform strategy of international trade marketing class in secondary vocational colleges
2.1 Reform of teaching content
The clear goal of teaching in secondary vocational schools is to enable students to apply what they learn and focus on the dual training of students’ theoretical knowledge and professional skills. Therefore, schools should take this goal as the basis, take the teaching materials as the basis, reasonably plan the teaching program, and at the same time pay attention to the innovation and timeliness of the teaching content, so that students can first master the basic theoretical knowledge of marketing, then according to, then according to the current stage of marketing mode, some marketing strategies, marketing concepts, marketing methods that are widely used in the current market are incorporated into the teaching content, so that students can master these knowledge points In addition, they can continuously improve their professional quality.
The knowledge in the textbook is only some core theories about marketing, such as “market research and analysis”, “marketing planning”, “customer relationship management”, etc. These theoretical knowledge looks like the content of the textbook. Too much emphasis on theoretical knowledge is not conducive to improving students’ knowledge, but will make them feel too overwhelmed and lose their enthusiasm for learning.
After classroom teaching, you can set some practical teaching tasks, for example, take the sales of air conditioners as an example, let students investigate the market sales through various means and build a sales trend chart. To accomplish such a task, students need to have a comprehensive grasp of the basic theoretical knowledge and practical solutions of market research and analysis, while allowing them to apply the theoretical knowledge in a coherent manner. After students have learned and have a solid theoretical? After learning and having a solid foundation of knowledge, students should go beyond the textbook to experience the professional environment they will be in, understand the transformation from theoretical knowledge to real-life application, and enhance their understanding and ability to apply their knowledge.
2.2 Reform of teaching methods
Marketing is a course with strong practicality, in the new teaching system, we should strengthen the cultivation of practical ability for students. In teaching, various teaching methods are applied, such as case teaching method, in which the teacher selects typical and timely marketing cases, and through several processes such as resource sharing, student grouping, case analysis and discussion, and review of results, students can learn the excellent marketing concepts and strategies in real situations, give full play to their subjective initiative, and enhance their understanding and application of marketing knowledge at the same time.
Or simulation teaching method, through multimedia technology to create a marketing and sales situation, after grouping, a product as an example, through market research, analysis of the national marketing environment and consumer buying behavior, selection of target markets, the development of marketing strategies, to the deployment and implementation of the strategy, by the students personally experience this process, find their own knowledge blind spots, and constantly supplement and improve themselves. In addition, and can apply inquiry-based teaching method, sandbox simulation and other new teaching methods to promote the improvement of students’ knowledge.
2.3 Reform of course assessment methods
This assessment system ignores the learning process and practical ability of students, which is extremely unreasonable and will mislead students to develop wrong learning concepts and focus their learning on the study of textbooks or even rote memorization.
In order to reform the course teaching, we cannot ignore the change of the course assessment method. In order to correctly assess students’ comprehensive ability, we should adopt the evaluation method of “classroom work + final examination”, and include some practical classroom work results into the scope of the regular grade assessment, such as the classroom performance of simulation teaching method, or market research. The final assessment should be in the form of paper-based assessment, but the questions should be flexible, innovative, increase the proportion of discussion questions, and add practical questions such as marketing plan development to assess the overall quality of marketing of students, as 60% of the total grade, and the remaining 40% is the usual grade [3].
3.Conclusion
It can be said that international trade is a product of economic globalization, while marketing is a product of the rise of the tertiary industry, marketing course is the main course of international trade, the essence of which is to teach students how to carry out business packaging and promote it to sell, so as to create economic value for the enterprise, for partners and even for society.
The teaching of this course is closely related to the market situation, and its purpose is not only to let students learn some basic theoretical knowledge of marketing, but also to master the market situation, to cultivate their keen market insight, to master market research, merchandising strategies, and to clarify the supply and demand relationship in the market. The purpose of education in modern secondary vocational schools is to produce talents who can adapt to the market demand and ensure the employment rate.
Therefore, it is necessary to break through the traditional teaching model, so that students are no longer confined to the classroom, but enter the relevant professional field to experience and learn on site, adapt to their own workplace environment, master practical machine skills, and improve the overall quality of their profession.