1. Implementation background
The course of "Distribution Center Planning and Management" is the core course of modern logistics management, which is to cultivate grassroots management personnel such as distribution center supervisors and warehouse operation managers who "know how to operate, understand operation, know optimization, and be good at management".
Based on the OBE education concept, the teachers of the college take moral cultivation as the fundamental task, rely on the self-developed game props, the AR physical sand table and electronic sand table of the operation and management of the distribution center, and build scenario-based learning tasks with the help of resources such as school-enterprise cooperation training bases and first-class training platforms, innovate gamification, immersion and experiential teaching methods, and create an interesting classroom with students as the main body. The two projects in Module 1 below are examples of instructional design and implementation.
Second, the main practices
(1) The overall design of teaching
1.Based on the OBE education concept, it connects with the work tasks of the enterprise and reconstructs the modular course content
Breaking the traditional teaching system, docking the job task requirements of the enterprise, transforming the work tasks of the grassroots managers of the distribution center into learning projects, based on the OBE education concept, reverse design and positive implementation are carried out with results, and 8 projects in 3 modules are constructed.
According to the theory of the nearest development area, the storage location planning is designed step by step according to "cognition, preparation, operation, optimization and verification". For the planning of distribution routes, the training is carried out in a step-by-step manner from single item to comprehensive one. This is shown in Figure 1.
Figure 1 Course content reconstruction
2.Scientific evaluation, dynamic and accurate analysis of the academic situation
The teaching object is the second-year students majoring in modern logistics management, and the academic performance of the relevant courses in the early stage of the students is obtained, the questionnaire is issued to survey the students' interest characteristics, and with the help of the big data learning situation AI analysis system and talent quality evaluation system, the knowledge and skill base, cognitive and practical ability, learning characteristics, quality and job competency of each student are analyzed in detail. This is shown in Figure 2.
Fig.2 Analysis of the learning situation
3.Scenario-based learning + task-driven, effectively breaking through the major difficulties in teaching
Combined with the characteristics and interests of contemporary students, the "scenario-based learning + task-driven" method is adopted to solve difficulties with scenario-based learning, break through the key points with task-driven, and realize the scene-based work content and team-based fun through teaching methods such as enterprise on-site teaching, sand table deduction, gamification teaching, and situational teaching, so as to effectively break through the major difficulties in teaching. This is shown in Figure 3.
Figure 3 Teaching methods and strategies
4.Three-dimensional teaching resources have been independently developed to effectively support the realization of teaching strategies
School-enterprise collaboration, joint research between teachers and students, closely related to the learning situation, and the integration of a variety of immersive experience game elements, the team independently developed the physical objectand electronic sand table, distribution maze games, and the use of AR technology, ** technology, etc. to achieve immersive experience, three-dimensional interaction; A number of auxiliary calculation software and micro-course resources have been developed, such as picking cost calculation tools. This is shown in Figure 4.
Figure 4 Self-developed teaching resources
(2) Teaching implementation process
Combined with the tasks and requirements of the enterprise, guided by "scenario-based learning + task-driven", the workplace situation is created through the method of "project, sand table, game, and competition", and teaching is organized according to the three links of pre-class, in-class and after-class.
Before class, students learn micro-lessons and complete pre-class tasks; In the class, action-oriented teaching is implemented in accordance with the six steps of "inspection, guidance, analysis, doing, exhibition, and evaluation", and online and offline blended teaching is carried out to achieve good interaction between teachers and students. After class, we will consolidate and summarize, and strengthen the spirit of craftsmen, labor consciousness and professionalism. This is shown in Figure 5.
Fig.5 Teaching organization and implementation
3. Results
Gamified, experiential, and task-driven teaching stimulates students' motivation and enthusiasm for learning. From the perspective of students' classroom performance and platform data, students' knowledge mastery is better, their enthusiasm for learning has been significantly improved, their awareness of reducing costs and increasing efficiency, teamwork ability, and professionalism have been significantly improved, and their professional identity in logistics has been significantly enhanced.
Figure 6 Learning effect analysis
Fourth, experience summary
(1) Characteristic innovation
1.Construct a teaching model of "one center, five strategies and six steps" to create interesting classrooms and realize learning by doing
The "scenario-based learning + task-driven" method solves the problem that students have never seen the work site, have never encountered work problems, and are difficult to imagine work tasks; The five strategies of "real project job pick-up, physical sand table process, virtual creation environment, game experience excitement, and competition to promote evaluation skills" make learning have scenes, tasks and competitions, and stimulate students' desire to win or lose; The six steps of "inspection, guidance, analysis, doing, exhibition, and evaluation" make classroom activities interlocking, so that students can learn by doing in competitive and interesting classroom activities.
2.Make full use of the cloud, big physical intelligence, and mobile Internet to support the efficient achievement of course objectives
Cloud documents realize collaborative editing and real-time display of multiple groups of students, big data realizes real-time visualization of learning situation analysis, AR technology realizes the three-dimensional cognition of the operation sand table of the distribution center, artificial intelligence speech synthesis technology prompts clues for the delivery maze game, and the operation process is dynamically displayed by the first technology. This is shown in Figure 7.
5. Promote application
The results of curriculum reform won the third prize of the National Vocational Teacher Teaching Ability Competition and the first prize of Hebei Province. The experience and practices of the course have been exchanged and shared many times, radiating to multiple course teams;
The results of the curriculum reform have been promoted and applied in four majors, such as modern logistics management and express operation management, and at the same time, they have also been integrated into the textbooks of "Distribution Center Planning and Management" and the first open course, which will be promoted and applied throughout the country.
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