Research on Education System for Information Management and Information
System Based on Three-dimensional Model of Practice
Shi-hai Tian ，Xiao-meng Zhang
Management College, Harbin University of Science and Technology, Harbin 150040, China
(839949528@qq.com)
Abstract - With the rapid development of information
technology, the requirements of society for IT talents are
changing continuously, mainly reflected in the demand for
innovative applications of talents. Compared with the
original teaching system, information management and
information system major should be reformed, to meet the
needs of the society, and training the talents of professional
field to adapt to social changes. This paper take Harbin
University of Science and Technology as an example,
through the establishment of three-dimensional practical
teaching system, take training plan form theory teaching
into education track which attention to both theoretical
research and practical operation., so as to achieve the goal
that transport composite applications talents of information
major.
Keywords - Information Management and Information
System, Three-dimensional Practical Teaching System,
Training innovative applications of talents
CLC: G203
document code: A
I.
INTRODUCTION
With the rapid development of information
technology and the acceleration of information process,
enterprises put forward higher requirements for training
professionals of information management and
information system. Not only should the professional
students have certain professional theoretical knowledge
and basic skills, but also use technologies, such as
development of market management tools, maintenance
of market management tools， use market management
tools , more skillfully. It is very necessary to reform the
existing system, especially to strengthen the practice
training [1].
In the development planning of information
management and information system major of Harbin
University of Science and Technology, in order to realize
talent cultivation conception which is “wide caliber,
heavy practice, strong ability”, theory teaching must be
turned into education track which attention to both
theoretical research and practical operation, so that it can
stimulate students’ subjective initiative of cognitive
activities, and enhance students’ effectiveness of practice
activities such as knowledge migration, combine study
with application, and etc, and guide students to cultivate
Fund Project: Heilongjiang province higher education teaching reform
project" information management and information system of national
characteristic specialty cultivation mode research" (ID: 6690).
innovation capability of scientific work and learning style,
and even more promote the students’ comprehensive and
depth understanding of whole disciplinary system.
II.
THE TRAINING GOAL OF INFORMATION
MANAGEMENT AND INFORMATION SYSTEM
The Ministry of education has made clearly
provision on the total direction and target of Information
Management and Information System major setting,
which is training senior specialized talents who with the
modern management theory basics, computer science
technology and application ability, and master the
knowledge and ability of Information Systems’ ideas and
Information System analysis and design methods, and
Information Management science, and etc, and also
engaged in the kind of work which is analysis, design,
implementation and evaluation of Information
Management and Information System in the all levels of
national administration departments, enterprises, financial
institutions, scientific research units and other
departments[2].
The cultivation target makes clearly that students in
the major of the Information Management and
Information System should have levels of knowledge, it
The targeted training information students should possess
the knowledge level, it reflects the characteristics of the
professional teaching, and also clarify the professional
field of employment. The construction of Information
Management and Information System in our college aims
at training pyramid professional talents of "Extensive",
"Deep", "Honored", "Profound", training target as shown
in figure 1.
III. THE ANALYSIS OF EXISTING TEACHING
CONTENT
Because of Information Management and
Information System major is formed by the multiple
disciplines, and construction time is very short, and the
basis and the focus of the institutions is various, is
different, and before the combination, it belongs to
different disciplines, thus, after the combination, it
E
E
Feeling lofty
Keep usual
D
D
The combination of culture
and modern technology
H
H
Generous computer science and information
management method for supporting
courses is repeated a number of times or ignored in
different classes, all these phenomena are caused by
human[5]. Therefore, we should break those man-made”
barriers”, between certain subjects and courses, which
due to the limitation of knowledge, and study the course
content from the higher vision, if we do like this, the
teaching focus and level will be more outstanding, and
the structure of the discipline knowledge will be more
reasonable, and a number of integrated courses which
contain new ideas and reasonable structure will be more
prominent.
PP
The base is extensive economy management knowledge
and language tools
E stands for extensive
D stands for deep
H stands for honored
P stands for profound
Fig.1. Training target
reflected to be either focus on a subject or the "platter"
phenomenon of the various disciplines of knowledge. The
most prominent manifestation is: the professional’s
coverage of discipline knowledge is broad but the
integration is not enough, and the courses offered by the
students during the school quite a lot but the content of
the courses are not deep enough. So there is a
phenomenon that talents who cultivated by “edge”
discipline are meeting an awkward situation that they are
squeezed by talent market. Information Management and
Information System of Harbin University of Science and
Technology in its establishment procedure of practical
teaching system exists the following problems:
1) The theory of teaching content is excessive:
Theoretical courses in the curriculum are too much, in a
specific course, the teaching content of the theory is
excessive. Lake of necessary application content (for
instance cases teaching or practical activities), so this is
increase students’ understanding of the knowledge, cut
the link between the theory and practice application, put
off the time to adapt to the actual work, pay no attention
to effect of practical teaching on knowledge
interconnect[3].
2) Focus on imparting knowledge, lack of ability
training: In previous teaching, the teachers pay more
attention to the imparting of knowledge, but at the same
time, they ignore the students’ cultivation of learning
methods and self-learning ability, and neglect the
cultivation of innovation ability too. So that made
students had poor application capabilities from a wide
range, which include experimental operating capacity,
communication skills, management capacity, creation
ability and etc. There has some obstruct for
inter-disciplinary talent who understands both economic
management and information technology [4].
3) The curriculum is short of integration: The
courses which are set in the curriculum system are
relatively independent, the same conception in different
IV. PRACTICAL TEACHING SYSTEM DESIGN
A. Total Design
The Information Management and Information
System major of our college offered courses on both
Economics and Management and Computer Science and
Technology. The purpose of this major is want the
students know clearly about the relationship of all courses
and the role it is play in the teaching, so that the students
can integrate the theory, then apply the technology which
they learned and improve their capabilities of information
system development. It is necessary for students to have a
large number of practical training systematically [6]. Only
through the practice, knowledge can be turned into real、
direct and specific knowledge; and only in this way,
knowledge can be turned into wisdom、true and creative
intrinsic motivation[7]. In view of the different
Professional direction, we must encourage and guide the
students to do innovative experiment, and we present
three-dimensional practical teaching system: Platform +
professional training + subject contest (as shown in
Figure 2). On the basis of ability training, the curriculum
is further training the actual application ability, and
finally, on the basis of a certain development capabilities,
training students' comprehensive ability and innovation
ability through the academic competition, as a result, the
students can lay a good foundation for the graduation
design.
1) Platform experiment: Computer course and other
courses that need to be equipped with the experiments are
arranged in the curriculum with experiments.
Experimental group which must learn to use system
development software and tools to development, manage
or maintain one information system which allow students
to apply the knowledge into actual operation and develop
their innovation ability by use information technology.
2) Professional training: On the basis of deep
understanding about the theory, technology and method, it
is important to train the students’ practical application of
innovative capacity. Now take the enterprise visiting
practice, ERP management application software,
E-commerce practice for example to introduce the
Information Management and Information System major.
Practical teaching
course system
Platform
experiment
Professional
training
Subject contest
Social events
Campus events
Open-label trial
Innovative experiment
Graduation design
Production practice
Professional practice
Curriculum practice
Curriculum design
Economics and
Management courses
Computer courses
Fig2 three-dimensional practical teaching system
3) Subject contest: As an effective complement to
college training, we should organize the students to
participate in various competitions activities which are
related to the curriculum, these competitions activities
include undergraduate innovative experiments, opening
experiments, ERP sand table simulation contest, ERP
software contest, e-commerce competition, international
business management challenge, and etc.
The ultimate goal of practical teaching reform is to
let students grasp and use all kinds of specialized
knowledge and technology, and cultivate their ability
about some activities like experiment 、research and
development of Information Management and
Information System major, and have a comprehensive
ability of using knowledge which learned in classes [8].
B. Specific design
1. Teaching methods
The basic method of practical teaching system
establishment is reform the traditional curriculum system
and teaching method. After many years of practical
teaching, we have already accumulated some experience
in teaching. We are trying to reform the teaching method
and teaching mode because of the interests of students
about practical teaching.
1) Combine the theory explanation with discussion
in the class: We adopt this kind of teaching methods that
students can interactive learning with each other like
seminar, heuristic and cooperative teaching when we are
solving difficult problems, which can make the students
think independent and increase their learning interest and
improve learning quality through holding group
discussion.
2) Adopting case teaching method: Through the case
teaching, we are trying to turn the abstract theory into
specific knowledge, so that the students can accumulate
theoretical knowledge before practice through
understanding and memory the theory, and they can get
best results at last.
3) Homework: We are trying to strengthen students'
understanding of the knowledge, and train students’
application ability by allowing students to do homework,
so that students can master the technical and economic
evaluation method well.
4) Make full use of modern teaching means: We are
trying to increase the information content of classroom
teaching and improve the efficiency of classroom
teaching through developing the electronic teaching plan
and multimedia courseware.
(5) Change teaching conception: We are trying to
turn the traditional teaching to the research studding,
exploratory studding, and cooperative studding. We
should pay attention to the interaction with students, and
promote the quality of teaching by multiple ways.
(6) The combination of theory teaching and social
demands :We are trying to develop some design task to
let the students realize the core idea and principle about
developing information management systems, and
improving their ability of using computer hardware
and software, and abilities of analyzing、designing、
developing、 managing and maintaining information
system [9].
2. Forms of curriculum organization
The two organization forms of practical teaching
curriculum: independent experiment and the group
experiment. According to different teaching contents,
their organization form is different in the implementation
stage.
The content of independent experiments is
experimental experiments and operational experiments.
We ask students to finish all the experiments independent.
The time arrangement is: finish some experiments in class,
finish the other experiments by themselves after class
independently. Lab assignments are submitted online.
Group
experiments’
content
is
designing
experiments and a small amount of operational
experiments. All the students who participated in the
designing experiments can develop their abilities in the
group experiments because of involving more content.
Each student who attends to the group experiments was
asked to exist from the beginning to the end, we are trying
to good results by discussion, comprehensive design
experiment program, collecting data, making plan.
entire profession, the practical teaching content and
condition of the building is particularly important[17]. The
practice teaching position is laboratory, and it ensures the
quality of practice teaching. The practice teaching system
is a combination of teaching theory and teaching practice.
The professional construction is three-dimensional
teaching laboratory which scientific, reasonable, and
required by teaching experiment. Improve the
experimental environment and conditions greatly to
provide experimental environment for improving the
students' ability of system analysis and system design,
and make the students practical ability be greatly
improved.
3. Assessment methods
Designing program, planning program reports’
quality, effects of experiment is included in experimental
assessment. In each experiment, the teachers should
assess students’ thinking ability and experimental. After
finishing the experiment, the students must complete the
lab report independent or in groups. Designing
experiments which completed by the experimental group
is reported in written form, the teachers based on it to
complete the assessment scores.
The experiment was divided into the “preparation
phase” and the “experimental stage”. The students who
could not finished in the “preparation phase” are not
allowed to enter the “experimental stage”, “preview” is
reported in assessment, “material” refers to preparing the
experimental materials (including data), “instrument”
refers to preparing the equipment of the experiment, in
the “attendance”, the student who has absent would get
zero in his or her “total score”, “operation” refers to the
experimental method is consistent with the experimental
procedures, “report” is required by experimental
requirements which include format and charts. The
proportion of ratings of each stage is as follows: the
preparation stage accounted for 20%; the experimental
stage accounted for 80%; a total score of 100 points.
REFERENCE
V. CONCLUSION
Practice teaching system put the mobilization,
independence and creativity of students' learning
initiation as the breakthrough point. It is important to
emphasis the ability of thinking and analyzing problem
and practical ability. In concrete measures, combine
inside classroom with outside classroom, and inside
school with outside school, guide students to participate
in the teachers' scientific research project, lead the
students to use what they have learned in class to analyze
social economic problems, encourage the students to
participate in various competitions. In recent years, we
get success in a number of domestic discipline
competitions.
The practice teaching system is the foundation of the
[1] Guang-ping Zhu. Information management and information
system specialty practice teaching system [J]. Journal of
Jiangsu Teachers University of Technology (NATURAL
SCIENCE EDITION). 2008
[2] The People’s Republic of China Ministry of higher
education. Colleges and universities specialized catalogue
and professional profile [M]. Beijing: Higher Education
Press, 1998
[3] Dong Don, Xu-kai Xu, Ya-dong Jiang. Designing the
professional core practice teaching link of” information
management and information system” according to the role
and the process[J]. Experimental Technology and
Management, 2007(1): 106-109
[4] Jin-feng Sun, Analysis and Countermeasure Research on
Construction Problem of Information Management and
Information System [J]. China Electric Power Education,
2010(3): 27-29
[5] Ai-hua Liu, Qi-sheng Yan, Ming-jing Yan. Exploration on
the Experiment Teaching of "Management Information
System" Course in Specialty of Information Management
and Information System [J]. Value Engineering, 2011(4):
240-241
[6] Qing-ping Ni. Practice Curriculum System Design based on
Cultivation of Comprehensive ability of Information
System Application development - discussing about
Talents’ Training Mode of Information Management and
Information System Major [J]. China Management
Informationization,2010(6): 118-120
[7] Chu-wen Zhang. Information management and information
system specialty practice teaching system research [J].
Journal of Guangdong College of Finance and Economics.
2002
[8] Xiao-li He, Yu Song, Shu-wen Zhou. Research on Teaching
Reform on IMIS Practice [J]. Learning Computer, 2010(1):
66-68
[9] Jun Zhang, Peng Li. The Reform of Curriculum Design in
Information Management and Information System
Specialty [J]. Computer Knowledge and Technology,
2007(11): 1198-1297
[10] Jin Qian, Fei-yue Ye. Study on Practice Reform and
Innovation of Information Management and Information
System [J]. Journal of Modern Information, 2009(8):
199-201