“Transportation Management Practices” Systematic Course Model Based on
the Integration of School and Enterprise
Li-juan Que 1, Hui-yun Gao2
1 Department of Finance and Management, Beijing Information Technology College, Beijing, P.R.China.
(quelijuan@163.com No. A1,Hongsongyuanbeili,Dongba,Chaoyang District, 100018. Mobile:86-13810014423)
2
Department of Finance and Management, Beijing Information Technology College, Beijing, P.R.China.
(gaohuiyun@189.cn No. A1,Hongsongyuanbeili,Dongba,
Chaoyang District, 100018. Mobile:86-18910055639)
Abstract -"Transportation management practices "plays
a vital role in cultivating talents as a logistics management
professional core course. In the light of deficiency of
traditional teaching model and the teaching reform of the
course, this paper proposed a new systematic course model
of “transportation management practices" based on the
school-enterprise integration. The paper mainly discussed
the course orientation, course content, classroom
implementation and teaching evaluation. Finally, the
implementation effects of systematic course model were
elaborated.
Keywords - course model, integration of school and
enterprise,
logistics
management,
systematization,
transportation management practice
I. PREFACE
In 2009,the State Council listed logistics as one of
the ten major revitalization industries, while logistics
industry is badly in need of a large number of highly
skilled talents. As the most important professional course
of core technology in logistics management,
“transportation management practices” is essential to
logistics personnel training. Because the traditional
teaching model is difficult to adapt to the social demand
for logistics professionals, integration of school and
enterprise course design emerges as the require of times.
Based on the integration of school and enterprise,
"transportation management practices "systematic course
model plays an important role in logistics personnel
training and the development of the logistics industry[1].
II.
“TRANSPORTATION MANAGEMENT
PRACTICES” COURSE MODEL OVERVIEW
A. " Transportation Management Practices" Course
Based on the Integration of School and Enterprise.
The so-called integration of school and enterprise
refers to the integration of the course orientation and
enterprise post, course content and work content, school
teachers and enterprise teachers, course evaluation and
enterprise standard in the "Transportation management
Practices" course.
In the "course orientating＂,based on fully analyzing
transportation management post group of enterprise, we
determine the course orientation and objectives in view of
the posts which the higher vocational graduates can meet.
In the content of the course design, the work content is
transformed into learning content after full investigation
about transportation work content in enterprises; in the
aspect of teaching practices, school teachers and
enterprise teachers together design the course and teach
students; in the course evaluation, the transportation
management business standards are introduced into it so
as to ensure the students to meet the requirements of
enterprises[2].
B.
The Systematic Course Model of "Transportation
Management Practices"
According to the system theory, the local optimum
does not represent the overall best. From the overall
concept, according to the laws of cognition of students,
the system reflects the level of students that is from
simple to complex, gradual spiral, and easy to deep.
According to the transportation business relationship,
"Transportation management practices" course carries on
systematic orientation of the various modes of transport.
The course is designed as six learning tasks including
establishing an overall framework of transportation
management[3], handling business of carload freight
transportation, less-than-carload freight transportation,
special
cargo
transportation
and
multimodal
transportation, and designing comprehensive shipment
planning in light of the business of a transport position
from beginners, skilled workers to experts[4].
III.THE ORIENTATION AND OBJECTIVES OF THE
"TRANSPORTATION MANAGEMENT PRACTICES"
COURSE
This course is integrated with course orientation and
job posts. For transportation management, there are many
job posts, including the commissioners, competent
assistants, supercargoes, bill clerks, statisticians,
dispatchers and managers of transportation. The students
of higher vocational education are corresponding to the
job of dispatcher and manager of transportation based on
enterprise survey and enterprise expert seminar[5].
Taken the business requirements of the post and the
long-term development of students into account and
combined with professional training goals, the ultimate
orientation of the “transportation management
practices” course is to train highly skilled dispatchers and
managers of transportation in the forefront[6].
We determine the following eleven objectives
according to the course orientation. The objectives are
that students can ensure the safety of goods, plan route,
select the appropriate mode of transport, select the
appropriate transport tools, handle general and special
goods transport business, handle multimodal transport
business, calculate shipping costs correctly, resolve
transport accidents and disputes, add up and analyze of
transportation data and design transportation plans[7].
IV. DESIGN THE CONTENT OF
"TRANSPORTATION MANAGEMENT PRACTICES"
COURSE
A.
Course Content
Through enterprise survey and enterprise expert
seminar, we consider the logistics management
professional standards and the course objectives. And
then, sort the typical work contents from simple to
complex and transform them into learning tasks[8].
Specific learning tasks in this course are shown in the
following table I:
TABLE I Comparison of Work contents and Learning tasks
Post
Capability
Learning task from
development
Work content
level
Work content
level
1)Establishing overall
understanding
cognitive
framework of
beginner
transport
capability
transportation
operations
management
2)Handling carload
freight transportation
business
3)Handling less-thancarload freight
operating
operational
transportation business
skilled
specific
capability
worker
business of
4)Handling special
transportation
cargo transportation
business
5)Handling
multimodal
transportation business
decisionmaking
making
6)designing
decision and
expert
and
comprehensive
planning for
planning
shipment planning
transportation
capability
B.
Characteristics of Course content
When designing the course content, we break the
traditional classification mode of transport such as roads,
railways, waterways, aviation and integrate course content
with word content. So the content reflects business
systematization. The main course characteristics are as
follows:
1)Course content is based on complete working
tasks. The course content takes complete working tasks of
transportation as a carrier, and integrates theory with
practical knowledge. So the context of each learning task
comes from the actual task. In order to develop students'
comprehensive professional abilities, every learning task
is a complete task which reflects a complete business
process.
2) Follow laws of the learners' cognition. On
designing the course content, the relationship between
each learning task is a progressive relationship, which is
from simple to complex and easy to deep. So the order of
learning tasks reflects the “cognitive capability—
operational capability—decision-making and planning
capability” progressive processes, that is to say, it follows
the laws of career growth from beginner, skilled worker to
expert[9].
3) Each complete learning tasks has a common
business process procedure. Common business process
procedure can make learners repeat the basic work steps
and strengthen basic work steps and attitude. While the
complexity and theoretical height of each learning task
increasing, the learners’ transportation management
capabilities are improved. The common business process
procedure of learning task is “receiving task —making
plans—fining information and related basis —identifying
specific ways—related business simulation and
operation—feedback and evaluation ”
4) Learning content is appropriately a little more
than work content. Taking into account the students'
future career development, the design of learning content
will be appropriately more difficult and complex so that
the students can have more space in the enterprise after
graduation. For example, the “designing comprehensive
shipment planning” learning task comes from but more
difficulty and complexity than actual work.
V. CLASSROOM IMPLEMENTATION OF
“TRANSPORTATION MANAGEMENT PRACTICES”
Good teaching content designing can help the
students reach the desired objectives only if good
classroom implementation. Classroom implementation of
“transportation management practices” reflects the
integration of school teachers and enterprise teachers. The
characteristics are as following:
A. School teachers and Enterprise teachers jointly
Design and Implement the Course
The course content is jointly developed and designed
by school teachers and enterprise part-time teachers. For
example, the last learning task which is the most
comprehensive and difficult project, we use the real
designing project on enterprise, and we invite enterprise
teachers to teach the students and evaluate their plans
according to enterprise standards[10].
B. Teachers Make Students Play a main Role in the
classroom and Set up “the ladder" for Them
In the process of course implementation, we must
analyze the basis of students at first, and then combined
the course learning objectives with the designed learning
tasks for students in order to set up “the ladder" for them
to complete the task successfully. "The ladder" here
means students ' self-learning materials which can help
them achieve the desired learning objectives
independently through self-study. Those materials include
project instructions, learning pages and so on. When
designing those materials, we pay special attention to the
relevant theoretical knowledge in order to achieve the
combination of engineering design projects.
C. Teachers Play the Dominant Role and Direct
Students
In this new teaching model, teachers play a role as the
organizer, consultant, mentor, companion and evaluator.
Then teachers' main work is as following: First, teachers
lead the path for the students through designing classroom
activities and writing detailed lesson plans. Second,
teachers help students reflect on learning and summarize
the theory through preparing presentation materials for
them. Third, teachers design classroom assessment
programs, daily evaluation form, examinations and skills
tests to validate teaching objectives. At last, teachers
improve and refine the teaching by the way of writing
teaching analysis and teaching reflection[11].
VI. COURSE EVALUATION OF “TRANSPORTATION
MANAGEMENT PRACTICES”
A.
Course Evaluation Program
Referring to the standards operating requirements of
transportation management, experts from industry and
enterprises participate in personnel training and
evaluation. This course evaluation reflects the integration
of curriculum evaluation and enterprise standards which is
a combination of theory and practice[12]. The composition
of the total score is shown in the following table II :
TABLE II Composition for Total Score of
“Transport Management Practices”
Project
Project name （learning outcomes）
number
Score
Establishing overall framework of transportation
management(Research
report
&
presentation
material ）
10
1
Handling carload freight transportation business
（ Simulated operation records, Learning page
&presentation material）
10
2
Handling less-than-carload freight
transportation
business（Simulated operation records, Learning page
&presentation material）
20
3
10
4
Handling special cargo transportation business
（ Simulated operation records, Learning page
&presentation material）
Handling multimodal
transportation business
（ Simulated operation records, Learning page
&presentation material）
20
5
Designing comprehensive shipment planning （ the
designed scheme—bid book, Enterprise expert
evaluation）
30
6
7
Mid-term assessment （a big job）
100
8
Final assessment （test papers）
100
Total score = （∑project 1+ project 2+……+ project 6）
*60%+ mid-term assessment *10%+ final assessment *30%
100
B. Characteristics of Course Evaluation Program
1)Diversification of evaluation subject. This course
takes the form of “ teacher evaluation plus enterprise parttime teacher evaluation plus student evaluation (including
student self-assessment and peer assessment) " to evaluate
the students. Enterprise part-time teacher evaluation is
from the point of actual enterprise work to evaluate
student s’ learning outcomes.
2) Visualization of the evaluation object. Teachers
evaluate students’ visual results, which include research
reports, presentation materials, operation records, learning
pages, reporting PPT, audio and video information and so
on. They also make teaching reflection and evaluate their
teaching effectiveness based on the feedback of students
after-school.
3)Integration of course evaluation. The evaluation
consists of theoretical and practical assessment, focusing
on evaluation of students' ability enhancement. And it
reflects an evaluation of student's comprehensive
professional competence, which includes professional,
social and methodological competence.
4) Evaluation criteria from enterprise. We introduce
industry and position assessment criteria for
transportation into course evaluation as an important part
of evaluation standards of student.
VII. IMPLEMENTATION EFFECTS OF THE
SYSTEMATIC COURSE MODEL OF
“TRANSPORTATION MANAGEMENT PRACTICES "
Based on the integration of school and enterprise
“transportation management practices " systematic course
model, the teacher become an organizer, consultant,
mentor, companion and evaluator of the learning process
from the role of traditional knowledge transporter, so that
we can transform the teaching process into learning
process of students by themselves. We have gotten good
teaching effect from teaching practices.
A.
Increased Initiative and Enthusiasm of Students.
Students experience the joy of success and establish
self-confidence in a group study, work training &
exhibition, and then stimulate students' enthusiasm of
learning to the maximum.
B. Fully Developed Students' Compositive Professional
Competence.
It follows the basic law of students' vocational ability
training on course content selection and arrangement. The
learning content reflects an integration of theory and
practice, schools and enterprises, and reflects the " simple
to complex, easy to deep " systematic thought. The
implementation of “teaching, learning and doing”
integrative teaching method cultivated the students'
professional competence.
Group learning cultivates a spirit of teamwork and the
sense of competition. Learning appropriately a little more
than the actual work content cultivates the students'
capacity for sustainable development. And designing
comprehensive
shipment
planning
independently
cultivates a sense of innovation and innovative capacity of
students. These compositive professional competences
make the students popular and laid a solid foundation for
future work and development of the students.
C.
Improved the Teaching Level of Teachers
In the new model of course, teachers not only focus
on teaching basic theory, basic techniques and basic
methods, but also pay attention to cultivating students'
thinking ability, communication skills, teamwork,
innovation and design capabilities. So they have to use a
variety of teaching methods and means to enhance
students' knowledge, ability and quality levels. In the new
mode of course, teachers need more efforts and need to
have a more comprehensive professional knowledge and
teaching skills. While developing students ' professional
competence, their professional and teaching levels are
improved.
VIII. CONCLUSION AND PROSPECT
The integration of school and enterprise
“transportation management practices "systematic course
model fully developed students' compositive professional
competence and improved the teaching level of teachers.
We need to improve the more details of this course model
in order to get better learning and teaching effectiveness
and train a large number of transportation management
talents.
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