长期以来,物流管理理论教师多采用传统的灌输法进行教学,使学生感觉课程比较枯燥难懂。协商课程改变了传统课程教学中教师是传播者和学生是接受者的角色定位,师生共同做出有关课程的决定,一起开发,让学生参与并修改课程方案。本文对物流协商课程的特点进行了分析,以供应链管理课程教学设计为例从五个阶段提供了一个实践范式,以期提高学生学习物流知识的兴趣,培养学生批判、探究和反思的意识和能力。 For a long time, the theory of logistics management teachers to use more traditional methods of teaching instillation, so that students feel the curriculum more boring. The consultation course changed the role of teacher in the traditional course teaching as a communicator and a student as a recipient. Teachers and students jointly make the decision about the course, develop together, and involve the students in the course plan. This article analyzes the characteristics of the logistics consultation course. Taking the teaching design of the supply chain management course as an example, it provides a practical paradigm from five stages in order to enhance students ’interest in learning logistics knowledge and cultivate students’ awareness and ability of criticism, inquiry and reflection .