数字经济背景下市场营销类学生的专业实践能力培养探析

The Cultivation of Professional Practical Ability of Marketing Students under the Background of Digital Economy

摘要: 随着数字经济的深入发展，人工智能、大数据等技术正加速渗透到商业各环节，促使企业对营销人才的要求发生明显转变，既懂营销基本原理又能上手操作数字化工具的复合型人才，如今成了用人单位的关注重点。但就目前来看，部分高校市场营销专业的培养节奏还没有完全跟上行业变化，课程内容更新偏慢，实践环节和真实业务场景也存在距离，导致学生走出校门后需要较长时间来适应岗位要求。本文提出构建“低成本–高密度–在地化”的实践能力培养新范式：一是把企业的真实项目及公开数据源带进课堂，通过案例分析、模拟操作等方式拉近教学与实战的距离；二是利用线上平台或免费数据工具让学生灵活完成基础理论学习，线下课堂则更多用于分组研讨和方案打磨；三是邀请有从业经验的导师参与教学环节，帮助学生提前了解行业内的操作习惯与思考方式。通过这些方式逐步调整培养节奏，让专业教学更贴近实际用人需求，也为学生后续进入岗位打下更扎实的基础。

Abstract: With the in-depth development of the digital economy, artificial intelligence, big data and other technologies are accelerating their penetration into all aspects of business, prompting enterprises to significantly change their requirements for marketing talents. Compound talents who understand the basic principles of marketing and can operate digital tools have now become the focus of employers. However, at present, the training rhythm of marketing majors in some colleges and universities has not fully kept up with the changes in the industry. The content of the course is updated slowly, and there is also a distance between the practice link and the real business scene, which leads to the fact that students need a long time to adapt to the job requirements after going out of school. This paper proposes to construct a new paradigm of “low cost-high density-localization” practical ability training: first, bring the real projects and public data sources of enterprises into the classroom, and shorten the distance between teaching and actual combat through case analysis and simulation operation; the second is to use online platforms or free data tools to allow students to flexibly complete basic theory learning, and offline classrooms are more used for group discussion and program polishing; the third is to invite experienced tutors to participate in the teaching process to help students understand the operating habits and thinking methods in the industry in advance. Through these ways, the training rhythm is gradually adjusted, so that professional teaching is closer to the actual employment needs, and it also lays a more solid foundation for students to enter the post later.