1. Direction principle

To build a student participatory teaching management model, we must adhere to the correct political direction, take the cultivation of diversified high-quality management talents in socialist construction as the main theme, and highlight modern educational characteristics such as quality education and innovative education. The direction of running a socialist school determines the direction of the construction of teaching management mode, and the fundamental task of colleges and universities in China is to train successors of socialist builders. This nature determines that the construction of teaching management mode in Chinese universities must be guided by correct and practical ideas, adhere to the socialist direction, resist the infiltration and influence of negative and decadent ideas, curb vulgar cultural interests and irrational cultural tendencies, and guide the teaching management mode to develop in a positive, cutting-edge and practical direction.

2. The principle of innovation

The construction of students' participatory teaching management mode should inherit the essence of traditional teaching management mode, and innovate with the times in combination with the characteristics of the times to make it have long-term vitality. The construction of teaching management mode is a practical activity and an endless process of research and exploration. Judging from the diversity and uniqueness of the teaching management mode of management discipline, every school has unlimited development space and possibilities, and can't have the idea of doing it overnight. The construction of teaching management mode needs to continuously increase the input of manpower, material resources, financial resources and energy, so that it has strong flexibility and expansibility.

3. The principle of wholeness

The construction of students' participatory teaching management mode is a systematic and serialized project, which is based on material support, linked by system perfection, carried by teaching and learning activities, and centered on training objectives. The lack of any one element will affect the overall quality. The construction of "double-subject" teaching management mode should pay attention to both hardware construction and software construction; Pay attention to both inheritance and development; We should not only attach importance to characteristics, but also attach importance to reference. In the construction of teaching management mode, we must establish the consciousness of all staff, all-round consciousness and whole process, and start from the overall planning and details.

4. The principle of human nature

The purpose of the construction of teaching management mode is to educate people, who should be centered on the development of people, who is both the first protagonist and the ultimate goal of development. The construction of teaching management mode should not only pay attention to module construction and link connection, but also pay attention to people. The focus of the construction of teaching management mode is to maximize the development of human subjectivity and embody the people-oriented purpose. Every detail in the operation of teaching management mode should reflect people-oriented thoughts, concepts and consciousness, and create a good environment for cultivating students' personality and innovative spirit and a good atmosphere for teacher-student interaction. This is the most intrinsic and deepest requirement of constructing the "double-subject interaction" teaching management model.

Second, the construction of two-way interactive teaching management network information service system

1. Framework system of two-way interactive teaching management mode

According to the results of investigation and analysis, combined with the actual teaching management mode of management discipline, a "double-subject interaction" teaching management mode involving school leaders, teaching management departments, department leaders, teachers, enterprises and students is constructed. The results are shown in Figure 5-7.

(1) set up the teaching management committee of management discipline.

Establish a "Teaching Management Committee" composed of school teaching departments, professional teachers' representatives and professional students' representatives. The Teaching Management Committee is responsible for collecting the opinions and suggestions of the society and students on teaching management, and for the whole process of implementing the teaching management model, such as the purpose of running a school, the formulation of talent training programs and curriculum plans, the monitoring, evaluation and feedback of teaching effects, and the revision of teaching management models.

(2) Develop the training mode of management professionals.

Talent training mode is the goal of continuous improvement of management specialty. In the formulation of talent training mode, the "double-subject" teaching mode highlights the role of students' participation. In every formulation of talent model, we should consider the suggestions of previous graduates of management majors, and listen to the questions raised by previous graduates in previous training programs in the form of questionnaires and seminars. At the same time, it refers to the changes of talent demand for management graduates from social industries and enterprises every year. On the basis of comprehensive consideration of the above factors, the school has formulated this year's training plan for management professionals. Then bound into a book, printed and distributed to the current students, solicit the opinions of the current students again, fill in the opinion card, recycle it according to the class, and then hold a demonstration meeting with student representatives, professional teachers, teaching management departments and other personnel to widely absorb the collected opinions of students in combination with the actual situation, and revise the training plan for management professionals.

Figure 5-7 Student Participatory Teaching Management Mode System

(3) Interaction between teachers and students.

The process of teaching and learning is the main part of the teaching model, which is carried out under the guidance of the correct talent training model. It mainly includes six links: teaching knowledge, teaching choice, teaching feedback, teaching discussion, teaching evaluation and teaching decision-making, and students participate in six links at different levels. Imparting knowledge is the basic link in the stage of teaching and learning. At this stage, it is a basic right for students to know the contents and reasons of teaching plans and major teaching decisions for management majors. Students should be clear about what kind of talents the school wants to train themselves into, how to plan and why. Only in this way can students deepen their understanding of the school's teaching plan and major teaching decisions, and form a consensus with the school, thus promoting students' initiative and enthusiasm for learning; Teaching choice means that students choose teachers, courses and learning progress in the form of student representatives on the premise of knowing teaching. There will be more and more room for students to choose their own courses, teachers and learning progress according to their personal interests and development plans. The credit system with "course selection system" as the core and the system of "multiple teachers in one class and multiple classes in one teacher" will make it possible for more students to choose their own satisfactory courses and teachers. The feedback link is a phased reflection of the implementation of the first two stages, which is completed in the form of discussion between students and college (department) leaders; The discussion and teaching evaluation stage is completed by the student representatives and the teaching management department. Student representatives can reflect the psychology, thoughts and problems of students majoring in management to the school in the teaching process. Schools and students discuss the causes of these disharmonies and contradictions in view of the existing problems, and then feed back the solutions to the students. Teaching decision-making is the primary link of teaching management. Due to the limitation of knowledge level, senior students usually participate in the revision and evaluation of teaching plans, the addition and adjustment of courses, and solicit opinions and suggestions from students.

(4) Result analysis and information feedback

According to the implementation of teaching objectives and plans, schools and students can make value judgment and systematic analysis on the teaching process and effect, and provide useful information for education and teaching decision-making and control. Students and teachers evaluate and summarize the performance of teaching links respectively, and feed back the summary results to the teaching management Committee. After argumentation, the Teaching Management Committee extracted effective information, revised the talent training mode and teaching plan again, and formed a collaborative mode of mutual influence, mutual promotion and continuous updating.

2. Two-way interactive teaching management network information service system

According to the relevant contents and requirements of the two-way interactive teaching management network information service system in colleges and universities, we should give full play to and make full use of the functional advantages of university libraries in collecting, sorting, storing, processing and integrating internal and external network resources and knowledge information, reference and consultation, contact and cooperation, and build a two-way interactive teaching management information service platform system of university libraries based on the network environment (Figure 5-8). The system includes the following five components: ① Service object system. According to the relationship between teaching management committee, teaching management department, students and teaching supervision group at different levels, the main service objects at different levels are determined. From the overall characteristics of the service object of the teaching management information service platform, although the service object is the teaching management process of colleges and universities in a general sense, this object can be further subdivided into different specific objects, including: different departments, different disciplines, different levels of personnel training, different campuses and so on. The planning and design of this teaching management information service platform should take the school level as the main service object, and take into account the teaching management of departments and disciplines on this basis; ② Service center system. According to the functional requirements, the center system is divided into training objectives and specifications information service center, training mode and scheme information service center, training process monitoring information service center and training quality evaluation information service center. Training objectives and specifications information service center mainly provides information support for personnel training orientation, personnel training objectives and personnel training specifications; The information service center of training mode and training scheme is used to provide information resources such as talent training mode, talent training scheme and talent training teaching plan arrangement in various professional fields of the school; The training process monitoring information service center mainly focuses on the operation, management and monitoring of the training process; The training quality evaluation information service center can evaluate and feedback the quality of training talents of different majors, levels and types; ③ Service platform system. According to the functional division of the above service center system, an interactive platform for training objective planning information service, an interactive platform for training scheme design information service, an interactive platform for training process management information service and an interactive platform for training quality feedback information service are set in turn. Through these platforms, different service contents and functions can be modularized and interacted; ④ Service information system. According to regional talent training positioning information system, industry talent training positioning information system, professional talent training positioning information system, talent training target planning information system, talent training type planning information system, talent training specification planning information system, training mode planning information system, training scheme design information system, teaching plan arrangement information system, school teaching management information interaction system, department teaching management information interaction system, Set up special information service systems in professional management information service interactive system, curriculum management information service interactive system, teaching quality monitoring and evaluation system, teaching quality status information publishing system, teaching quality information feedback system, etc. to meet the realization of different functions; ⑤ Library network information guarantee system. It includes the functions of service demand analysis, business layer construction, knowledge base construction, system maintenance and update. In order to give full play to the advantages of library's network information and ensure the service demand positioning, system analysis and design, database construction, system link, system maintenance and update of the network teaching management information service platform.

Figure 5-8 Construction of Two-way Interactive Teaching Management Information Service System in University Library

Thirdly, the research on the guarantee mechanism of two-way interactive teaching management network information service system.

1. Establish an expert advisory group

With the expansion of enrollment scale of management discipline, the difficulty of teaching management also increases. How to ensure and continuously improve the teaching quality under the new "double-subject" mode is an important subject of school teaching management. To this end, the school should set up an expert advisory group, carefully select experts and scholars in the field of management disciplines and senior managers of enterprises and industries to participate in teaching management. At different stages of the model operation, the expert group is invited to demonstrate and put forward the adjustment scheme according to its profound knowledge and experience.

2. Establish a good evaluation mechanism

According to the teaching objectives and plans, students can use various evaluation methods to make value judgments and systematic analysis on the teaching process and effect, and provide useful information for the decision-making and control of education and teaching. We can learn from and popularize the "student evaluation system" introduced by universities such as Tsinghua University and China Renmin University. In order to improve and strengthen the mid-term teaching evaluation system and effectively evaluate teachers, courses and management departments. We can use the student course evaluator system to track and evaluate teachers and courses. Establish an evaluation system of talent training mode, and graduates will make a final evaluation of teaching plan (the core is curriculum) and teaching methods and means. At the same time, according to the development of teaching activities, teachers establish the talent training mode, teaching progress and evaluation criteria of students' learning under the teaching management mode.

3. Establish a long-term incentive mechanism

Although college students generally have the desire to improve the teaching environment, due to time, energy, democratic participation awareness and other reasons, students' participation has a high degree of autonomy, and a good incentive mechanism is needed to stimulate their enthusiasm for participation. The incentive mechanism for students to participate in teaching management should be based on spiritual rewards. Mainly includes: ① Giving responsibilities. Student cadres and student representatives should be given the responsibility to participate in teaching management, so that they can clearly understand their responsibilities and actively participate in teaching management with the spirit of ownership, responsibility and dedication. Give honor. Establish selection activities such as "excellent teaching management participants" and "excellent information officers" to stimulate students' motivation with honor. ③ Carry out volunteer activities. Students' participation in teaching management can open up a new field of youth volunteer activities of the Communist Youth League. Excellent students are selected from volunteers as teaching information officers and teaching quality trackers, so that student volunteer activities can be promoted to the academic level, and the academic management of the school is supported by volunteers. In a word, a perfect incentive mechanism can promote students' voluntary participation in teaching management, which is conducive to enhancing the essence and effectiveness of participation.

Teachers are also the other subject in the "double subject", and motivating teachers in time can also improve their enthusiasm for participation. Therefore, teachers who seriously and actively participate in teaching management should be given priority in job promotion, professional title evaluation or staged awards activities, and given certain material subsidies.

4. Improve the system guarantee

Schools should provide necessary financial and material support for the management discipline to implement the new teaching management mode of "double-subject interaction", such as purchasing computer software and hardware for establishing the information system for students' participation in teaching management, providing necessary office space for the teaching management Committee or educational administration department, and providing financial support for conducting special research. At the same time, it is necessary to formulate and apply laws and regulations to ensure that the basic rights and interests of teachers and students are not infringed, that students and teachers can freely participate in teaching management, and that the institutional environment for the implementation of the new model is ensured, and that corresponding rules and regulations are formulated and incorporated into the relevant document system of school teaching management.