Construction of modular teaching system of human resource management specialty

Abstract

With the development of economy, society and science and technology, the disadvantages of the traditional “subject based” curriculum system construction mode are increasingly apparent. Graduates go to the society, what they learn is not what they use. There is a phenomenon that education and employment deviate from each other. Even if they have a job, they have to learn again, which requires a longer adaptation period. According to the skills and abilities that human resource management (HRM) students may enter into after graduation, a targeted modular teaching system is constructed. The modular teaching system can carry out customized learning in advance according to the students’ work goals, and grasp the required employability in advance. At the same time, the reform of the system also enriches the teaching methods of teachers. Through the questionnaire and experimental test, this paper finds that: modular teaching breaks the traditional curriculum design method under the framework of the discipline theoretical system, aims to cultivate students’ professional ability, improve their adaptability to the job, and further enhance their practical employability. Experimental results: the relationship between the quality characteristics and academic performance of HRM students was verified, and the relationship between them and the influence model of causality were clarified. The results of the two classes are similar in the pre-test; and from the back results, we can see that the scores of the experimental class after the use of modular teaching are significantly improved, while the comparison class is not significantly improved compared with before the experiment, which fully shows that the implementation of modular teaching can help students improve their comprehensive performance. The path coefficient of growth driven to academic performance is 0.428, the path coefficient of learning development to academic performance is 0.122, and interpersonal skills affect academic performance indirectly. It fully verifies the relationship between the quality characteristic model and academic performance, and shows that the quality characteristic model constructed is relatively perfect and can be used as a reference for students’ evaluation.