Application of Situational Simulation Teaching Method in Leadership Science and Art Course

Wang Hongmei; Ning Xiaohua; Sun Jing; Pan Yunjia; Xing Hua

doi:doi:10.11648/j.tecs.20200501.12

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Application of Situational Simulation Teaching Method in Leadership Science and Art Course

Wang Hongmei, Ning Xiaohua, Sun Jing, Pan Yunjia, Xing Hua

Published in Teacher Education and Curriculum Studies (Volume 5, Issue 1)

Received: 10 April 2020 Accepted: 27 April 2020 Published: 14 May 2020

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Abstract

Leadership science and art is a core course in management disciplines. Its goal is to cultivate students' leadership quality and management ability, with strong practicality, flexibility and artistry. Situational simulation teaching method has changed the limitations of traditional teaching method, such as teacher-centered, students' mechanical learning and lack of participation. Through situational creation, role playing, team cooperation, peer review and teaching feedback, it can effectively improve students' initiative, sense of substitution and team consciousness, and is suitable for leading science and art course teaching. Situational simulation teaching method includes three steps: pre-class preparation, class presentation and after-class summary. This paper introduces the design and implementation process of situational simulation teaching of leadership science and art based on the case of Nujiang hydropower development in China. Feedback from teaching activities shows that situational simulation teaching helps to improve students' comprehensive quality and increase students' satisfaction. The paper points out that the teaching effect of situational teaching method depends on careful pre-class preparation, class display and after-class summary. Teachers should play the role of "chief director" and guide and summarize in time.

Published in	Teacher Education and Curriculum Studies (Volume 5, Issue 1)
DOI	10.11648/j.tecs.20200501.12
Page(s)	7-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Situational Simulation, Leadership Science and Art, Teaching Method

References

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[2]	Liu Jian. Situational Simulation Teaching in Strategic Management Curriculum Application. China Science and Education Innovation Guide, No. 10, 2009, pp. 30-31.
[3]	Brown JS, Collins A, Duguid P. Situated cognition and the culture of learning. Educational Research. 1989.
[4]	William A. Cohen. The Art of Leadership. Guangming Daily Press, 2001.
[5]	Ken Shelton. What is leadership. Shanghai People ’s Publishing House, 2000.
[6]	Zhang Guobao, Jiao Lixin. Exploration on the Application of Situational Simulation Teaching Method in Marketing Major Courses. Higher Agricultural Education, No. 2, 2010, pp. 62-64.
[7]	Yuan Yinzhi. On the "scenario simulation" in the "tour guide business" course teaching application. Wuhan Institute of Business Services, No. 3, 2009, pp. 63-65.
[8]	Rahat Iqbal, Peter Every. Scenario based Method for Teaching, Learning and Assessment. Conference On Information Technology Education: Proceedings of the 6th conference on Information technology education, Oct. 2005.
[9]	Debriefing 101: Training Faculty to Promote Learning in Simulation-based Training. John T. Paige, Sonal Arora, Gladys Fernandez, Neal Seymour. The American Journal of Surgery. 2014.
[10]	Chang Xin. Application of Situational Simulation Teaching Method in International Business Negotiation Course. Contemporary Economy, No. 5, 2009, pp. 122-123.
[11]	Ding Ning. Functional Orientation and Realization of Situational Simulation Teaching Mode [J]. Higher Education Exploration, No. 2, 2018, pp. 47-51.
[12]	Liu Yuxin. The application of simulated scene teaching method in the course of "On-site First Aid". Journal of Anhui Vocational College of Police Officers, No. 6, 2009, pp. 81-82.
[13]	Hou Erxiu. Research on the Application of Situational Simulation Teaching Method in Organizational Behavior Course. Journal of Inner Mongolia University of Technology, No. 2, 2009, pp. 91-93.
[14]	Debra Benton. The Charm of Leaders. China Financial and Economic Publishing House, 2004.
[15]	Liu Xueming. Application of Scenario Simulation Method in Public Policy Teaching. Education Review, No. 1, 2011, pp. 95-97.
[16]	Wang Qingzhong. Situational Teaching Method in Ideological and Political Course Theory Constructio 25-27.

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APA Style

Wang Hongmei, Ning Xiaohua, Sun Jing, Pan Yunjia, Xing Hua. (2020). Application of Situational Simulation Teaching Method in Leadership Science and Art Course. Teacher Education and Curriculum Studies, 5(1), 7-13. https://doi.org/10.11648/j.tecs.20200501.12

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ACS Style

Wang Hongmei; Ning Xiaohua; Sun Jing; Pan Yunjia; Xing Hua. Application of Situational Simulation Teaching Method in Leadership Science and Art Course. Teach. Educ. Curric. Stud. 2020, 5(1), 7-13. doi: 10.11648/j.tecs.20200501.12

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AMA Style

Wang Hongmei, Ning Xiaohua, Sun Jing, Pan Yunjia, Xing Hua. Application of Situational Simulation Teaching Method in Leadership Science and Art Course. Teach Educ Curric Stud. 2020;5(1):7-13. doi: 10.11648/j.tecs.20200501.12

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@article{10.11648/j.tecs.20200501.12,
  author = {Wang Hongmei and Ning Xiaohua and Sun Jing and Pan Yunjia and Xing Hua},
  title = {Application of Situational Simulation Teaching Method in Leadership Science and Art Course},
  journal = {Teacher Education and Curriculum Studies},
  volume = {5},
  number = {1},
  pages = {7-13},
  doi = {10.11648/j.tecs.20200501.12},
  url = {https://doi.org/10.11648/j.tecs.20200501.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20200501.12},
  abstract = {Leadership science and art is a core course in management disciplines. Its goal is to cultivate students' leadership quality and management ability, with strong practicality, flexibility and artistry. Situational simulation teaching method has changed the limitations of traditional teaching method, such as teacher-centered, students' mechanical learning and lack of participation. Through situational creation, role playing, team cooperation, peer review and teaching feedback, it can effectively improve students' initiative, sense of substitution and team consciousness, and is suitable for leading science and art course teaching. Situational simulation teaching method includes three steps: pre-class preparation, class presentation and after-class summary. This paper introduces the design and implementation process of situational simulation teaching of leadership science and art based on the case of Nujiang hydropower development in China. Feedback from teaching activities shows that situational simulation teaching helps to improve students' comprehensive quality and increase students' satisfaction. The paper points out that the teaching effect of situational teaching method depends on careful pre-class preparation, class display and after-class summary. Teachers should play the role of "chief director" and guide and summarize in time.},
 year = {2020}
}

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TY  - JOUR
T1  - Application of Situational Simulation Teaching Method in Leadership Science and Art Course
AU  - Wang Hongmei
AU  - Ning Xiaohua
AU  - Sun Jing
AU  - Pan Yunjia
AU  - Xing Hua
Y1  - 2020/05/14
PY  - 2020
N1  - https://doi.org/10.11648/j.tecs.20200501.12
DO  - 10.11648/j.tecs.20200501.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 7
EP  - 13
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20200501.12
AB  - Leadership science and art is a core course in management disciplines. Its goal is to cultivate students' leadership quality and management ability, with strong practicality, flexibility and artistry. Situational simulation teaching method has changed the limitations of traditional teaching method, such as teacher-centered, students' mechanical learning and lack of participation. Through situational creation, role playing, team cooperation, peer review and teaching feedback, it can effectively improve students' initiative, sense of substitution and team consciousness, and is suitable for leading science and art course teaching. Situational simulation teaching method includes three steps: pre-class preparation, class presentation and after-class summary. This paper introduces the design and implementation process of situational simulation teaching of leadership science and art based on the case of Nujiang hydropower development in China. Feedback from teaching activities shows that situational simulation teaching helps to improve students' comprehensive quality and increase students' satisfaction. The paper points out that the teaching effect of situational teaching method depends on careful pre-class preparation, class display and after-class summary. Teachers should play the role of "chief director" and guide and summarize in time.
VL  - 5
IS  - 1
ER  -

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Author Information

Wang Hongmei

School of Government Management, Central University of Finance and Economics, Beijing, China
Ning Xiaohua

Institute of Finance and Economics, Central University of Finance and Economics, Beijing, China
Sun Jing

School of Government Management, Central University of Finance and Economics, Beijing, China
Pan Yunjia

School of Government Management, Central University of Finance and Economics, Beijing, China
Xing Hua

School of Government Management, Central University of Finance and Economics, Beijing, China

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Plain Text BibTeX RIS

APA Style

Wang Hongmei, Ning Xiaohua, Sun Jing, Pan Yunjia, Xing Hua. (2020). Application of Situational Simulation Teaching Method in Leadership Science and Art Course. Teacher Education and Curriculum Studies, 5(1), 7-13. https://doi.org/10.11648/j.tecs.20200501.12

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ACS Style

Wang Hongmei; Ning Xiaohua; Sun Jing; Pan Yunjia; Xing Hua. Application of Situational Simulation Teaching Method in Leadership Science and Art Course. Teach. Educ. Curric. Stud. 2020, 5(1), 7-13. doi: 10.11648/j.tecs.20200501.12

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AMA Style

Wang Hongmei, Ning Xiaohua, Sun Jing, Pan Yunjia, Xing Hua. Application of Situational Simulation Teaching Method in Leadership Science and Art Course. Teach Educ Curric Stud. 2020;5(1):7-13. doi: 10.11648/j.tecs.20200501.12

Copy | Download

@article{10.11648/j.tecs.20200501.12,
  author = {Wang Hongmei and Ning Xiaohua and Sun Jing and Pan Yunjia and Xing Hua},
  title = {Application of Situational Simulation Teaching Method in Leadership Science and Art Course},
  journal = {Teacher Education and Curriculum Studies},
  volume = {5},
  number = {1},
  pages = {7-13},
  doi = {10.11648/j.tecs.20200501.12},
  url = {https://doi.org/10.11648/j.tecs.20200501.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20200501.12},
  abstract = {Leadership science and art is a core course in management disciplines. Its goal is to cultivate students' leadership quality and management ability, with strong practicality, flexibility and artistry. Situational simulation teaching method has changed the limitations of traditional teaching method, such as teacher-centered, students' mechanical learning and lack of participation. Through situational creation, role playing, team cooperation, peer review and teaching feedback, it can effectively improve students' initiative, sense of substitution and team consciousness, and is suitable for leading science and art course teaching. Situational simulation teaching method includes three steps: pre-class preparation, class presentation and after-class summary. This paper introduces the design and implementation process of situational simulation teaching of leadership science and art based on the case of Nujiang hydropower development in China. Feedback from teaching activities shows that situational simulation teaching helps to improve students' comprehensive quality and increase students' satisfaction. The paper points out that the teaching effect of situational teaching method depends on careful pre-class preparation, class display and after-class summary. Teachers should play the role of "chief director" and guide and summarize in time.},
 year = {2020}
}

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TY  - JOUR
T1  - Application of Situational Simulation Teaching Method in Leadership Science and Art Course
AU  - Wang Hongmei
AU  - Ning Xiaohua
AU  - Sun Jing
AU  - Pan Yunjia
AU  - Xing Hua
Y1  - 2020/05/14
PY  - 2020
N1  - https://doi.org/10.11648/j.tecs.20200501.12
DO  - 10.11648/j.tecs.20200501.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 7
EP  - 13
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20200501.12
AB  - Leadership science and art is a core course in management disciplines. Its goal is to cultivate students' leadership quality and management ability, with strong practicality, flexibility and artistry. Situational simulation teaching method has changed the limitations of traditional teaching method, such as teacher-centered, students' mechanical learning and lack of participation. Through situational creation, role playing, team cooperation, peer review and teaching feedback, it can effectively improve students' initiative, sense of substitution and team consciousness, and is suitable for leading science and art course teaching. Situational simulation teaching method includes three steps: pre-class preparation, class presentation and after-class summary. This paper introduces the design and implementation process of situational simulation teaching of leadership science and art based on the case of Nujiang hydropower development in China. Feedback from teaching activities shows that situational simulation teaching helps to improve students' comprehensive quality and increase students' satisfaction. The paper points out that the teaching effect of situational teaching method depends on careful pre-class preparation, class display and after-class summary. Teachers should play the role of "chief director" and guide and summarize in time.
VL  - 5
IS  - 1
ER  -

Copy | Download