Business etiquette course is a quality education course in colleges and universities. Through the study of this course, students can master the basic etiquette norms, guide them to standardize their own behaviors and overcome bad behavior habits, thus improving their self-cultivation and civilization. Learning and properly using business etiquette will help students pay attention to the shaping and maintenance of personal image, better and more fully display their personal accomplishment and elegant demeanor, and finally improve their interpersonal skills, so that they can adapt to and integrate into society faster and better after graduation.
1 Curriculum Characteristics of Business Etiquette
The teaching content of Business Etiquette course mainly covers six basic modules: physical manners and etiquette, professional image etiquette, business socialization or business communication etiquette, business office etiquette, business meeting and ceremony etiquette, and business banquet etiquette, which has the characteristics of practicality and operability. Because a considerable part of the teaching content is the most common behavior norms in our daily life, students can usually easily accept and understand the basic business etiquette knowledge and norms involved in the course. However, it is difficult to truly transform these etiquette knowledge and norms into students' conscious behavior and even internalize them into students' own words and deeds. Therefore, compared with other courses, the most striking feature of business etiquette course is that it is easier said than done.
In recent years, many colleges and universities have paid more and more attention to quality education, and adjusted the curriculum system in an all-round way to improve students' comprehensive quality, and opened many quality education courses, among which business etiquette course is one. However, after several years of teaching practice, the teaching effect of business etiquette course is not remarkable. It is not difficult to find that the traditional teaching method based on teachers' classroom teaching deviates from the practical and operational characteristics of business etiquette course, and it is difficult to achieve the teaching goal of integrating students' knowledge with practice and learning with practice in the teaching process. Based on this, this paper puts forward some suggestions for improving the teaching methods of business etiquette course according to its teaching characteristics, in order to provide reference for the teaching reform and innovation of business etiquette course in colleges and universities.
2 According to the course characteristics of business etiquette and its teaching content, a variety of teaching methods are comprehensively used.
2. 1 Behavioral Guidance Teaching
As mentioned above, there is no profound theory in the course of business etiquette itself. The key is how to effectively guide students to truly apply the etiquette knowledge they have learned to real life and work, better regulate their own behavior and develop good civilized habits. In the process of business etiquette teaching, in addition to guiding ideas and concepts through necessary lectures, teachers' behavioral guidance is particularly important. The so-called behavioral guidance means that business etiquette teachers should set an example, pay attention to the improvement of their own image and quality, influence and educate students through their own behaviors, convince students and set a correct example for them at the same time. A business etiquette teacher with high professional ethics, good personal image and temperament, civilized speech, elegant manners and rich etiquette practice experience will be able to pass his own? Teach by example? Intuitively implementing etiquette education has a positive cognitive and guiding effect on students, which makes them subtly influenced.
2.2 the integration of diverse teaching materials in classroom teaching
Undeniably, no matter how practical and applied the business etiquette course is, classroom teaching is still the most basic teaching method and cannot be completely abandoned. In order to avoid the boring feeling of classroom teaching and enhance its interest, teachers should not only make their own language expressions vivid and exciting, but also give full play to the advantages of multimedia teaching, and flexibly use multiple teaching materials such as cases, videos and images to arouse students' interest in learning. When making multimedia courseware, it is forbidden to type large paragraphs of text in books on the screen. Instead, the text should be combined with relevant etiquette pictures according to the teaching content, which will produce certain visual stimulation to students. At the same time, according to the content of each etiquette module, reasonably insert guiding cases, discussion cases and etiquette video to introduce, discuss and explain relevant business etiquette knowledge and etiquette norms, which can not only arouse students' enthusiasm for learning and exploring, but also help improve students' ability of analyzing, solving problems and expressing language.
2.3 Demonstration and behavior training
Business etiquette is an applied course, which contains a lot of operational etiquette knowledge, such as the basic norms of standing, sitting, walking and squatting in manners and etiquette; The style of neckties and scarves in dress etiquette; Etiquette requirements of introduction, handshake and delivery of business cards in business etiquette; Proper use of western tableware in business banquet etiquette. It is difficult for students to really understand the above-mentioned teaching contents if they only rely on teachers' language expressions or refer to pictures and teaching videos. In the teaching process, teachers should be brave and confident to act as etiquette models, demonstrate and demonstrate the correct actions according to the teaching content, and explain the relevant action essentials and etiquette norms, so that students can observe and imitate.
Teachers' demonstration must be effectively combined with students' behavior training, that is, after students understand the specific practices of basic etiquette norms, they should be given practical training. In order to enliven the classroom atmosphere and urge students to master these etiquette knowledge better, students can be arranged to practice in groups, and then take turns to demonstrate. After each demonstration, students will evaluate each other first, pointing out improper operation or irregular movements, and then teachers will comment.
2.4 Scenario Simulation and Role Playing
In order to enable students to master the etiquette knowledge they have learned, apply it flexibly in practice, and effectively improve their etiquette practice ability, teachers can integrate the etiquette knowledge of each module, design different business scenarios, and let students conduct scenario simulation training in groups. Scenario simulation and role-playing are the extension of behavior training, which enables students to combine a number of etiquette norms and skills by playing a role in a specific situation and use them flexibly. For example, when simulating business negotiation, business reception and visit, business banquet and other scenes, it can involve many etiquette contents such as telephone etiquette, appearance etiquette, meeting etiquette, language etiquette, ritual etiquette, banquet etiquette and so on. This kind of comprehensive actual combat simulation exercise is helpful to deepen students' understanding and understanding of business etiquette teaching content and improve their ability to solve practical problems.
When using scenario simulation and role-playing teaching methods, tasks should be assigned in advance. Firstly, students are divided into groups, and then scenario simulation tasks are arranged, which can be the same or slightly different. After that, according to their own tasks, each group carries out role assignment, dialogue and scene design, prop preparation and so on and rehearses. When the class is divided into groups for simulation drills, students can comment on each other first, and then teachers can summarize them. You can also record the students' scenario simulation process and make comments on it. When conducting behavior training and scenario simulation training, teachers can take students' comprehensive performance as the assessment basis of their usual grades, which can enhance students' attention and seriousness to a certain extent to ensure good teaching results.
2.5 Competition and Social Practice
The teaching of business etiquette course should not only be confined to the classroom, but also actively carry out extracurricular teaching. For example, we can hold etiquette knowledge contests, professional image design competitions and other activities on campus regularly or irregularly to promote students' interest in learning etiquette while popularizing common sense of etiquette.
In addition, actively participating in social practice is also a good extracurricular teaching method to consolidate classroom teaching effect and improve students' etiquette practice ability. Teachers of business etiquette can actively contact enterprises and institutions with cooperative relations, provide students with practical opportunities when holding large-scale meetings, trade fairs, celebrations, opening ceremonies and other activities in these units, and let students participate in etiquette work such as venue layout and conference reception. Through personal participation, they can apply the etiquette norms learned in class to practical work, realize the combination of theory and practice, and combine classroom with society. While continuously improving students' etiquette operation ability and comprehensive etiquette quality, they will turn the learned business etiquette knowledge into conscious habits.
3 Business Etiquette teaching methods to give full play to the effectiveness of the security factors
3. 1 Professional level of teachers
At present, many colleges and universities have many teachers who undertake the teaching task of business etiquette course. Becoming a monk halfway? Without systematic etiquette study and training. In addition, because the theoretical knowledge of business etiquette course is easy to master, the school is relatively casual in choosing teachers and neglects to examine its own etiquette cultivation and image. As a result, the level of teachers in business etiquette courses in colleges and universities is uneven. Although a considerable number of teachers can explain etiquette theory clearly, their practical application and practical guidance ability are weak, and their teaching methods are single.
Teachers' neglect of self-image building and lack of etiquette operation ability make the teaching content deviate from students' visual feelings, while single theoretical teaching makes students' learning enthusiasm weak and it is difficult to obtain ideal teaching results. Therefore, colleges and universities should pay attention to the selection of business etiquette teachers, and regularly arrange teachers to train in professional etiquette training institutions or educational institutions or participate in social practice in enterprises to improve teachers' etiquette cultivation and etiquette teaching ability, so as to continuously improve the teaching level of business etiquette courses and achieve good teaching results.
3.2 Students' willingness to learn and attention
Business etiquette courses in colleges and universities are mostly quality-oriented public elective courses or professional elective courses. Most students think that business etiquette courses are dispensable compared with professional core courses. The reason for taking this course is not that it is important to learn etiquette knowledge, but that the course content is simple and the final exam is easy to pass credits. Because of their weak willingness to learn and insufficient attention, they are often inattentive in the process of attending classes, and they are not active in participating in etiquette behavior training and scenario simulation exercises, so they deal with things. Faced with this situation, business etiquette teachers can't let it go, let alone respond passively. Instead, we should select the teaching content of business etiquette course according to the professional characteristics of the target audience, combined with the industry demand of the professional talents and the future career needs of students, highlighting the objectivity, practicality and applicability. When arranging teaching tasks, we should focus on the training of key skills, and try our best to meet the requirements of industry jobs for talents in etiquette skills and quality. The teaching content can be divided into several teaching modules, so that students can realize the importance of etiquette in their career development after the module teaching, solve the confusion of specific etiquette operation, and learn how to design a proper professional image for themselves according to the characteristics of the industry. In addition, when arranging the specific teaching content, we can make the course content more targeted according to the actual requirements of students' future employment, taking the adequacy as the measure, making some choices and focusing on it. At the same time, in the comprehensive application of various teaching methods, we should also pay attention to the compatibility with students' majors, such as case selection, scenario design, social practice, etc., and try to choose the ones related to their future professions, so that students' enthusiasm for participation will be fully mobilized and the effectiveness of various teaching methods will be better and more fully exerted.
3.3 the perfection of teaching facilities
In order to improve students' practical operation ability of business etiquette norms, teaching methods such as behavior training, scenario simulation and role-playing need to be adopted in teaching. Whether these teaching methods can give full play to their effectiveness depends not only on teachers' etiquette literacy and etiquette operation level, but also on the positive and important degree of students' participation, and also on the perfection of teaching facilities. For example, business negotiation, business signing, venue layout and other etiquette simulation training in business meetings and ceremonies, Chinese food and western food etiquette simulation training in business banquets, and various manners exercises such as standing, sitting, walking and squatting in professional image etiquette have certain requirements for venues and facilities. Without the hardware conditions of business etiquette training venues and equipment, the above simulation training can only be carried out in ordinary classrooms, which not only affects the realism of scenario simulation training, but also greatly reduces students' interest in participating. Therefore, in order to facilitate teachers to flexibly use various teaching methods and ensure the good teaching effect of business etiquette courses, colleges and universities should strengthen the construction of business etiquette training venues and constantly improve teaching facilities.
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