VBSE is a "virtual business social environment", which integrates management methods and modes into the panoramic enterprise system, so as to cultivate the practical ability of business administration students and make them have real and resourceful practical ability in the workplace. The VBSE environment simulates the professional experience through role experience, autonomous learning, cross-disciplinary application and multi-level goals, and brings the real workplace environment into the virtual system to help students complete the training content. VBSE environment can simulate the positions and departments of medium-sized enterprises in society, help students to improve their understanding of professional life, provide them with real working environment experience, help them complete pre-job training, and thus provide more practical experience for their future career.

Problems in the construction of practical teaching system of 1 VBSE comprehensive training course

It is only in recent years that most universities and higher vocational colleges in China began to introduce practical teaching methods. Because the traditional teaching methods do not include practical courses, the practical teaching mode in Chinese universities is not perfect, and there are still many problems in the practical course teaching system. When constructing the practical teaching system of VBSE comprehensive training courses, there are usually the following problems.

1. 1 Improper connection between classroom teaching content and practical teaching content First of all, the problem that needs to be addressed is that the connection between traditional classroom teaching content and practical teaching content in colleges and universities is not appropriate enough, and there is often a gap between theory and practical teaching. Because Chinese universities still pay attention to theoretical teaching, the assessment criteria used in testing students' academic performance are generally based on theoretical knowledge. Therefore, the practical teaching courses in colleges and universities are generally just a mere formality, and the value of practical courses has not really been realized, which leads to the poor connection between the content of practical courses and the content of classroom learning. In addition, in the teaching process of training courses, students lack the ability of autonomous learning and supervision of training courses. Therefore, students generally lack interest and patience in training courses, so the development of training courses has lost its meaning. This will lead to the alienation of students' knowledge and practical experience, fail to achieve the unity of knowledge and practice, and reduce the learning effect of students' theoretical knowledge.