“双师–学生”三位一体协同建构金融案例库路径探究

Exploring the Path of the Trinity Collaborative Construction of a Financial Case Library by “Dual-Qualified Teachers and Students”

摘要: 在金融科技快速演进与金融教育数字化转型背景下，传统金融专业硕士案例教学模式面临资源短缺、内容割裂、评价主观等困境。本文基于“双师 + 学生”三位一体协同共建理念，系统构建金融专硕教学案例库的开发、应用与评价机制。通过校企协同、跨课程融合与AI技术赋能，提出原创案例开发标准化体系、双师型教学实施机制、跨课程协同机制与量化评价体系，破解案例教学“资源难、融合难、评价难”三大难题。研究覆盖核心课程，开发本土化案例，形成可复制、可推广的金融案例库建设范式。同时，本文结合初步实际数据与实施挑战分析，进一步验证了该机制的有效性与实践韧性。项目成果为金融专业学位教育改革提供理论支撑与实践路径，亦为经管类案例教学提供范式借鉴。

Abstract: Against the backdrop of the rapid evolution of fintech and the digital transformation of financial education, the traditional case teaching model for Master of Finance (MF) programs is confronted with challenges such as resource scarcity, fragmented content, and subjective evaluation. This paper, based on the concept of a trinity of collaboration among “dual-qualified teachers and students”, systematically constructs a development, application, and evaluation mechanism for the teaching case library of financial master’s programs. Through the collaboration between universities and enterprises, cross-course integration, and the empowerment of AI technology, it proposes a standardized system for original case development, an implementation mechanism for dual-qualified teaching, a cross-course collaboration mechanism, and a quantitative evaluation system, thereby addressing the three major difficulties of “resource shortage, integration difficulty, and evaluation difficulty” in case teaching. The research covers core courses, develops localized cases, and forms a replicable and scalable model for the construction of a financial case library. Furthermore, by incorporating preliminary empirical data and an analysis of implementation challenges, this paper further validates the effectiveness and practical resilience of this mechanism. The project outcomes provide theoretical support and practical paths for the reform of financial professional degree education and also offer a model for reference in case teaching in economics and management disciplines.