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Research and Practice of “Dual-Case” Teaching in New Business Majors at Higher Vocational Colleges from the Perspective of Classroom Revolution

Author(s)

Xiaotian Wang*

Affiliation(s)

Department of Economics and Management, Shandong Vocational College of Science and Technology, Weifang, Shandong, China *Corresponding Author

Abstract

Grounded in university–enterprise collaboration and situated within China’s “classroom revolution,” this study proposes and validates a dual-case pedagogy for new-business majors in higher vocational colleges. We design a scalable course resource platform that pairs introductory cases (learning for mastery) with practice cases (learning for application) and embed it in an “one core–two cases–three stages–multiple measures” model spanning pre-class preparation, in-class enactment, and post-class consolidation. Using parallel cohorts (experimental vs. control, n=60 each) over the 2024–2025 academic year, we evaluate effectiveness with independent-samples t-tests on three ordinal indicators: end-of-course performance, professional competition outcomes, and graded certification attainment. Results show significant gains for the experimental group across all indicators (e.g., course performance: t=2.133, p=0.022; competitions: t=3.455, p=0.001; certificates: t=5.436, p<0.001), evidencing improved knowledge mastery, skills application, and holistic development. The model addresses well-known pain points-scarce resources, implementation difficulty, and single-track assessment-while offering a replicable pathway for integrating information technology, a commitment to holistic student development, and industry–education synergy to enhance the quality of business-talent cultivation.

Keywords

Classroom Revolution; Dual-Case Pedagogy; New Business Majors; Higher Vocational Education; Teaching Effectiveness

References

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