改進(jìn)型案例庫(kù)教學(xué)法應(yīng)用及其BPNNs方法的質(zhì)量評(píng)估

劉玉成，楊露鑫，理查德.丁

（1. 南京財(cái)經(jīng)大學(xué)國(guó)家級(jí)重點(diǎn)實(shí)驗(yàn)中心，江蘇 南京 210003；2. 南京財(cái)經(jīng)大學(xué)紅山學(xué)院，江蘇 南京 210003；3. 美國(guó)波士頓克羅諾斯研究所，波士頓 02101-02117）

1 Introduction

Which is mainly composed of teachers teaching in the traditional classroom teaching, the students can remember what they have learned the theory of knowledge, but this is just to stay on the books of theoretical theoretical thinking and harvest of knowledge, is a single, static, isolated abstract understanding. How to raise the abstract of thought, and restore it to the concrete of thought, so that it can master the essence of theory from the direct experience, it still needs to be practiced. The so-called case teaching method is to select common and certain typical cases, organize students to analyze and discuss problems, and propose a teaching method for solving problems[1-2]. Compared with the traditional teaching method, case teaching method in strengthening the students have mastered the knowledge, deepen the important point in teaching material, principle, method, arouse the enthusiasm of students, and to improve students' ability of problem,analysis ability, problem-solving ability and language expression ability, etc. has obvious advantages. However, the traditional case teaching method of teaching effect has been unable to meet the requirements of the current stage.

The evaluation of the neural network is a scientific and rigorous method and process, its complexity and accuracy is self-evident. The method of evaluation[3-4]includes many running processes, but the main part are formed by the training and learning. After the processing is complete, a corresponding evaluation function and its relationship can be formed to carry out a specific evaluation. The advantage of this algorithm is that it can correct the coefficients of each layer in the network. Therefore, the accuracy can be arbitrarily adjusted to approximate any continuous type of function. In 2013, Zhu et al. Proposed Sparse FI[5]. Professor Hinton and Dr. Salakhutdinov of the University of Toronto published an article on online learning in the journal Science[6]. In 2016, Li et al.Proposed a fusion method using a depth-supported learning network[7]. It shows the great progress of the deep learning network structure in the field of application, and helps the development of neural network itself and the improvement of its evaluation accuracy.However, the neural network in the case library teaching methods and others on the quality of the evaluation effect is still unsatisfactory.

In this respect, the study presents an improved case library teaching method, and then uses the method of backtracking neural network (BPNN) to evaluate the teaching quality of ordinary teaching method, traditional case teaching method and improved case library teaching method. In the teaching application of ideological and political theory course and financial management course, the comparison of the three different teaching methods shows that the improvement of case teaching model has effectively promoted the improvement of teaching quality.

2 Case teaching method and its operation process

2.1 Basic characteristics and general principles

2.1.1 The profoundness of case teaching

The most distinctive feature of case teaching method[8-9]is the integration of theory and practice, and more focused on the discussion of practical problems.Pushing the students to solve the problem on the first line. In this way, the practical concrete feeling is enhanced in the demonstration practice under the guidance of theory, which enhances the vitality of the theory.

2.1.2 Applicability of case teaching

For teaching purposes, the traditional teaching focuses on the teaching of knowledge, case teaching is focused on the cultivation of capacity, and the case described in the matter. For leaders, they are often visible, difficult to solve in the reform and opening up the situation, but must solve the problem. In the way,the trainees will be able to get the practical ability to solve the problem in the atmosphere of rich learning and discussion, and apply the methods of these problems to the actual life and work to improve the work ability and work efficiency.

2.1.3 Conditions of case teaching

Case teaching belongs to the category of deep adult education, and is more suitable for the training of people with the ability to study. Therefore, the implementation of case teaching needs to have certain conditions. For example, it has better quality cases,higher levels of teachers, and with a certain cultural theory and practical experience of students and so on.

2.1.4 The target of case teaching

To qualify the table, it must accord to individualized teaching, accord to the level of training objects,experience, quality and training objectives, and must select the targeted case. In this way, case teaching will be able to achieve "short flat" requirements.

2.1.5 Simulation of case teaching

The case description is the real scene in real life,so as to provide the trainees with the actual exercise of the classroom. In the case of analysis, it can ask the trainees to enter the role, put themselves into consider the problem of their "if", "how, how…", "if I imagine how to do this situation" and so on.

2.1.6 The inspiration of Case teaching

Case teaching is a major form of heuristic teaching. In the course of teaching, it highlights the subject position of the trainees, and the learners are changed from passive reception to active acquisition. Compared with the traditional teaching methods, it is a qualitative leap from the knowledge of the energy conversion and the energy release.

According to the above characteristics, case teaching should adhere to the five combination, five main principles. That is, the combination of theoretical teaching and case teaching, the main case teaching;teacher counseling and student self-learning to the main self-learning; to impart knowledge and enlighten thinking to enlighten thinking; Personal analysis and collective discussion, based on personal analysis; on the combination of human, deliberative and deliberative, it is mainly discussed. Practice has proved that these principles are consistent with the characteristics and rules of case teaching.

2.2 Running steps

Compared with the traditional teaching methods,case teaching method has unparalleled superiority. So,basic characteristics and general principles, which determines its operation in line with their own laws.The specific steps are as follows:

(1) Organization to prepare. It includes the investigation of the trainees, classification grouping, targeted development of teaching plans, the necessary training for teachers, choosing a targeted case, after careful preparation to mobilize.

(2) Theoretical preparation. Before the case teaching, students should be more focused on the system to teach the three theories of leadership (information theory, cybernetics, system theory),the basic theory of Marxism and the basic knowledge of the case.

(3) Student-based, self-taught and personal analysis of cases. Hand over the case and background material of case to the students, let the trainees read carefully, think independently, write analysis report.Generally, students are asked to identify problems through learning cases, find out problems in numerous major problems, and analyze the causes of various problems. The main reasons are found in many reasons,the solutions and measures are put forward, and various measures and methods are put forward for the feasibility analysis. Finally coming up with the best solution to the problem.

(4) Panel discussion. The purpose of the group discussion is to start the group of each member's brains. Through mutual discussion, mutual inspiration,complement each other, give full play to each student's creative thinking, speak their minds, their talent,brainstorming. In the discussion, everyone enters the role and puts himself in the position to fully expand the problem, so that opinions can be met and collided,but don't try to agree. On the basis of group discussion,a unified self-report or recommendation of a class spokesman will be made.

(5) Classroom discussion. Classroom discussion is the culmination of the whole case teaching process and the key to examining the effectiveness of case teaching. The quality of classroom discussion, on the one hand, depends on the preparation of the students,on the other hand, perhaps more important, depending on the teacher's teaching level, director's art and expression ability. Host teacher in advance must be in-depth practice, fully understand the students personal political and other aspects of quality, the panel discussions, the panel selection of key speakers prepared statements, and main statements of the key speakers. Some problems need to be implemented one by one. Some problems need to be solved properly before class discussion. The procedure, content and form of class discussion should be carefully arranged.The atmosphere of discussion should be as easy as possible, lively, relaxed and unrestrained, in a variety of forms, rich and colorful. The purpose is to open up the mind, to speak freely, to really achieve teaching and learning, knowledge complementing, to improve together.

(6) Classroom comprehensive analysis. In this session, the teacher can publish a statement, but do not do the referee. Do not judge who is wrong, who is better. But to sum up, summarize the arguments in the entire class in a concise and clear way. in particular, to highlight the innovative spirit of the argument.

(7) Summary. On the basis of personal briefing and group discussion, the elected representatives of the students spoke at the conference.

3 Analysis and improvement of case teaching method

3.1 Organizational implementation aspects

(1) The form of implementation. From traditional paper material to electronic document form. And further improving the form of electronic documents. The original text and graphics combined with a simple model, converted to rich 3D video mode. Media carrier also developed from the fragmented electronic case individual into a professional case library teaching software.

(2) The implementation of the control. Teachers act as multiple roles. It is necessary to explain, demonstrate the case material, to inspire students to actively think, and to monitor the case analysis and discussion. In order to make the discussion proceed smoothly, teachers should be fully prepared before the class. It contains to develop a classroom teaching plan,familiar with the background of the case statement,facts, views, materials and case implied truth. When discussing the deadlock, each party should be decisive and resolve the dispute. When discussing the deviation from the subject, in order to achieve the teaching objectives, we must intentionally guide the discussion back to the correct track.

3.2 The aspects of operation process

(1) Selected cases. Case is a teacher in the teaching practice to collect the characters, events or characters and events of the organic combination of teaching examples."Cowboy is difficult to cook without rice", the case in the case teaching method is not only indispensable, but also determines the effectiveness of the implementation of the pros and cons.Therefore, the selected case must be typical, refined,concise, concrete, true, full of sense of time and sense of humor. Each case must have its own application value, theoretical value and practical significance.

(2) Present case. This can be taught before the knowledge, can also be put after the teaching of knowledge. It can be presented either in teaching a piece of knowledge or after a unit or a chapter.

(3) Analysis and discussion. This is an important part of the case teaching method. At this stage, the teacher should guide students into the case scenario as soon as possible, and to understand the case revealed in the facts, the situation, positive thinking. After gaining some insight, teachers can organize the students to discuss. In the discussion, the students express their opinions, speak their minds, seek the causal relationship between the cases, find out the causes of the problems, and find a reasonable solution.

(4) Summary comments. In the section, the students put forward the idea of some objective and correct, some childish extreme. This requires teachers to guide and dial the final link of case teaching. Make a careful summary and point out the problems that have been solved and the issues to be solved.

3.3 Theoretical aspects

(1) Emphasizing on students as the main body. It cultivates students' autonomous learning ability, practical ability and innovation ability. Practice has proved that this teaching method has a positive meaning to promote ideological and political teaching reform, and to promote the strengthening of quality education; but also to implement the theory of practical principles of the attempt.

(2) The use of cases as a medium. It is different from the case study in traditional teaching methods.Although both are the use of cases to the classroom teaching, the teaching model of case teaching method is: case - theory - one case. The case is the starting point and the foothold of classroom teaching. To explore the case study theory, the theory of learning is to further explore the case. In the traditional teaching, the case analysis of the teaching model is: theory - case -theory. Theory is the starting point of classroom teaching, but also the foothold. Master the theory need to analyze the case, the case analysis is to master the theory.

3.4 Teaching value

(1) To deepen understanding of the knowledge learned. Through the presentation of full of visual materials, analysis and discussion, getting the book of theory and real life together. Then through the use of theoretical analysis to explain the complex and volatile social phenomenon, the harvest will be great, the understanding of the knowledge will be relatively profound. Such as: in the "illegal punishment of crime", respectively, to show illegal and criminal cases,so that students analyze and compare to find out the difference between the two and contact. Through the students' own brain thinking activities, the knowledge gained is stronger, deeper and clearer.

(2) Shorten the distance between theory and practice. The school is a small classroom to learn. Society is learning the big classroom, the case is a microcosm of real problems, it can put the real life in the classroom into a small classroom. By showing some real typical problems, so that students put into the case scenario, put themselves in a place to respond, to provide them with a real practice. But this can reach out and deal with a large number of practical problems in the short term. Thus shortening the distance between theory and practical problems.

(3) To stimulate students' interest in learning. The superior case teaching method can provide vivid and realistic cases of positive and negative cases, such as:from simple to complex cases, to students feel immersive, deepen perceptions. In addition. Students, independent thinking, bold communication in a harmonious atmosphere of democracy and harmony, have greater freedom and more to show their own opportunities. In the absence of pressure and scruples of a good state of mind to explore the study, it is easy to produce interest in learning. with interest, it can become hard to learn happily, change weariness to learn.Become passive and forced to learn for active and creative learning.

4 Application examples of improved case teaching method

The improved case teaching method is based on the students as the main body, guiding students to use the knowledge, from the real life, with multiple representations of the potential value of the case in-depth study. Therefore, it is necessary to grasp the basic contents and basic principles of the course, and constantly improve the ability of analyzing and solving problems.

4.1 The Application of Ideological and Political Theory Course

4.1.1 Necessity of application

In order to improve the effectiveness of the Marxist theory of public political theory, in the teaching of positive introduction of case law, practice proved to be very necessary. First of all, the introduction of case teaching helps the theory to contact reality.Secondly, the introduction of case law can help to mobilize the enthusiasm of students to learn. Finally,the introduction of case teaching method will help the students improve the overall quality of the case.

4.1.2 Implementation of the application

(1) Carefully selecting cases. The key to improve case teaching is in the case of "case", so the selection of "case" is particularly important. Deng Xiaoping Theory and the important thinking of the ”Three Represents” are summarized, refined and developed in China's magnificent reform and opening-up practice,which is particularly close to reality. This also makes the contents of this course case rich in content. It includes both international and domestic situation, social hot issues, including students around the life and ideological reality and so on. Such a complicated material, requiring teachers to pay special attention to carefully look for. Carefully select those cases that combine with the teaching materials and can effectively achieve the teaching purpose, have the characteristics of authenticity and openness, and make the necessary processing according to the teaching needs.

(2) Fully preparing for pre-class. The improved case teaching method, through the case form, reflects the actual exploration to solidify the theoretical knowledge. It focuses on the research and ability of the thinking process. So both teachers and students must be prepared carefully. This is the key to decide whether the case teaching can achieve the desired effect. At the beginning of the teaching, the teacher should circulate the selected cases to each student in 1-2 weeks in advance and ask the students to think positively and organize their own group discussions.Writing a written summary or asking questions on the basis of thinking and discussion, Class is prepared.

(3) The organization to guide the work. Scientific case teaching takes students as the main body, but does not mean that teachers can stand by. In case teaching, teacher’s guidance is essential. Especially in the discussion stage, the purpose of the discussion is not to allow students to express their attitude on the matter, but rather from the facts to extend the point of view, from a conclusion in the next class to get more knowledge to enhance the ability. The classroom debate in the case teaching is often very warm. And it is often possible for students to be aware of the ambiguity in the debate, which requires teachers to seize the opportunity to control the subject and mood of the debate, to inspire and guide students to focus on the case, understand and form a complete understanding or correct inclination in response to the content of the teaching. At the last, helping the student to get the truth.

(4) Organizing the analysis of case studies. Organizing the writing of the case after class is the last part of the whole case teaching. This link not only helps to test students' learning outcomes, but also helps to improve their overall ability. The case analysis report not only requires each student to express his own analysis, but also the results of the group discussion and class discussion. Particular attention should be paid to the content of the report to be refined, the case analysis should be based on the objective as possible to comment on the issue, and to enhance the quality of the report content and persuasive.

(5) To complete the evaluation of the case report.Upon completion of the report, the teacher should, as far as possible, complete the full reading and feedback to the students within the specified time. pointing out the places and deficiencies that are worth encouraging,focusing on the positive evaluation. The students reported in the report with a universal problem, in the classroom teaching and Q & A process focused on the answer. At the same time, the case of students in the case of performance and case analysis report, as an evaluation of student achievement ,is an important aspect, and even as an important test questions.

4.2 The application of financial management teaching

4.2.1 Meaning of implementation

(1) The improved case teaching method can improve students' enthusiasm by cultivating students'active thinking ability.

(2) The improved case teaching method is conducive to improving the comprehensive utilization of students by consolidating the students learn a variety of theoretical knowledge.

(3) The improved case teaching method is conducive to improve the quality of teachers' business by promoting teachers to collect the case in depth.

4.2.2 Steps to Implement

(1) Preparation of the case before the discussion.The preparation of financial management case teaching includes two aspects: Firstly, the preparation of teachers, mainly to collect and organize financial management case background material. Then the teaching and analysis of relevant theoretical knowledge of the case. Secondly, the preparation of students,mainly reading materials and references, to deepen the analysis and evaluation of the case-related theoretical knowledge of the understanding of the corresponding thinking questions, putting forward countermeasures.

(2) Case analysis and discussion. The analysis and discussion stage of the case is the key link in the implementation of the case teaching, and the main task that the teacher should do in this session is to listen carefully to the students' speeches during the discussion; to encourage students to participate in the discussion effectively; to control the progress and scope of the classroom discussion. So each student has the opportunity to participate in the discussion, to ensure that the scope of discussion does not deviate from the theme. So that the relative view can be expressed. At the same time, making the discussion of students intense but rational, such as to stop students in the following whisper. Asking the discussion to be warm,sharp and sincere, mutual respect, but still need to pay attention to is the teacher only when necessary to guide the role. Students should actively raise their hands in the case discussion, put forward their own views, try to avoid just accept the views of others,while the notes as much as possible after the completion of the lesson in order to focus on the discussion.

(3) Teacher summary after the case discussion.After the students discuss the case, make the analysis and evaluate the conclusion, teachers should summarize the summary, make appropriate judgments, clarify the case analysis and evaluation of the key, difficult,points out that students analyze the advantages and disadvantages of evaluation conclusions. But also can put forward the need for in-depth thinking, so that students to further understand their own analysis and evaluation is correct.

(4) The writing of case studies. After full discussion, the students wrote the case analysis report according to their own opinions, and summarized the previous analysis and discussion, and deepened their understanding. It should be noted that the analysis report is not a discussion of the record, nor is the self-questioning and self-thinking summary. Generally in the report, putting forward their own views or options firstly. Then focusing on the conclusions of the analysis, and using a large amount of data and facts to support your opinion. Finally, try to avoid guessing the teacher's analysis idea, then to copy the so-called authoritative analysis evaluation conclusion.

5 The BPNNs evaluation of improved case teaching method

5.1 The structure of BPNNs

BPNNs is a multi-level feed forward neural network based on BP algorithm[10].Back propagation networks and their algorithms are widely used in: quality evaluation, pattern recognition, function approximaproximation and classification. The BPNNs run, in this study ,is to classify the input vector values with predefined values. After that, various indicators of teaching quality are studied, trained and evaluated.

5.2 The evaluation algorithm of BPNNs

According to the characteristics of case teaching model in the application of ideological and political theory courses and financial management courses, this paper selected BPNNs evaluation algorithm[11-12]. The important logic of the operation is from the forward,the output value of each unit to determine the basis for the error. The main method is to calculate the error value of the hidden layer, layer by layer. The BPNNs algorithm can be divided into two main phases: the first stage is a positive process. The output value of each unit is calculated by inputting the information value from the input layer through the hidden layer.The second stage is that the error value of each unit is obtained by calculating the hidden layer from the output error, step by step, to the front layer. The weight of the previous layer is corrected by the difference of each unit.

Correspondingly, the concept and process of the anti-pass algorithm are: the purpose and the role can be regarded as the weight correction. Method is the application of gradient method. Generally, the output function of the form of expression is sigmoid function.Therefore, differentiable must be one of the basic requirements of its Output functions. The system uses the unit of the X layer of the BP neural network as an example. The meaning of each unit is that the k-th unit of the network output layer is represented by the lowercase letter k, and its output value is represented by Q;Similarly, the i-th unit of the input layer in the network is represented by the lowercase i. In the neural network, the weight value[13]of the previous input layer to the next layer is represented by Uij. Basic unit structure, is shown in Figure 1 below:

Fig.1 B.P unit variable convention of algorithm

In the BP neural network, the elements in each unit of each layer are calculated as the direction of the arrow in the order of the arrow in the above figure.The numerical source is the input sample value. The specific formula is as follows:

In equation (1), Yjrepresents the idealized output value, which is calculated for the collected sample values. Then, the actual value uses the equivalent formula to calculate the results. And the error E between the front and back levels is calculated by the following formula (3), by the difference between Yjand its mean. The specific formula is as follows:

For simplicity, the concept of local gradient is expressed by the equivalent formula (4):

In view of the relationship between the weight and the error value, the result of the calculation may lead to serious deviation,

Weight correction should minimize the error, the correction is:In the above equation, η is the step size.

The first case: if the node (hierarchical element) J is the output unit, there is a formula (8-9):

The second case: if the level element J is a non-output unit, according to Figure 1 can be obtained,Q will seriously interfere with the next level of the calculation results. To this end, the use of formula(10):

According to the KOS.M-ROV theorem, in the corresponding back propagation neural network, its elements meet the following basic requirements: 1.the scientific hierarchy; 2.reasonable weight value; 3.free approximation of the differentiable function.

In view of this, then combined with the BPNNs system in the case library teaching model extracted from the evaluation parameters, we selected the BPNNs model of the three-layer structure, which is the most suitable for the multi-level evaluation of teaching method[14-16].That level includes graduate employment rate, graduate satisfaction, corporate satisfaction and social satisfaction.

5.3 The evaluation and conclusions in BPNNs

The operation process of the teaching quality evaluation system BPNNs shows that the processing of the system is relatively independent. The detailed work flow of the independent BPNNs model (Figure 2)for the evaluation of graduate satisfaction, as shown below:

Fig.2 The flow chart of BPNNs modelNote: The results in the figure 1-4, followed by graduates satisfaction, graduate employment rate, business satisfaction and social satisfaction and other evaluation values.

According to the working principle of BPNNs model, the values of the relevant evaluation indexes of different modules[17-19]are input into the respective BPNNs model respectively. Thus, three types of evaluation results (Table 1) were obtained from general teaching type, traditional case type and improvement case type. Which covers the evaluation of graduates' satisfaction, graduate employment rate, corporate satisfaction and social satisfaction and other key indicators of the evaluation value. Taking the graduates'satisfaction index as an example, the value rose from 68.45% to 86.29%. The total evaluation values are as follows:

Tab.1 The output values of three teaching modes

As can be seen from the numerical analysis in Table 1: in the teaching and application of ideological and political theory courses and financial management courses, the improved case database teaching method proposed, in this study, has a certain degree of im-provement compared with the evaluation quality of the other two different teaching methods.

6 Conclusions

A new case method is applied to the teaching of ideological and political theory courses and financial management courses. It is a reform and innovation of traditional classroom teaching. Whether it is for the teacher, or for the students, are a big challenge. The evaluation of three different teaching methods，which contain the general teaching methods, traditional case teaching methods and improved case library teaching methods, is the system method of BPNNs. And in the evaluation of the effect achieved some success.

The results of the evaluation show that the improved case teaching method can effectively mobilize the enthusiasm of the students, and promote the organic interaction between teaching and learning, "Input and Output". Thus, the acceptability, scientificity and effectiveness of the courses, such as ideological and political theory course, are the effective way for the teaching of innovative ideological and political theory. Of course, although the case teaching method has many advantages, but mostly confined to a specific problem analysis. it can not replace the system of theoretical teaching and knowledge transfer. In teaching practice, we should pay special attention to the combination with other teaching methods.

Kronos Research Institute of Boston, Kyushu Electronics and South Valley Technology.

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