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The case teaching model first originated in the United States at Harvard University, because of its incomparable superiority, it has been valued and applied in more and more business colleges, also has become the important reform direction of teaching mode for business administration in China. This article mainly discusses the application and problems have been encountered of case teaching mode in the class of Business Administration Specialty in undergraduate course at present . According to the development of the present era, social demand for talents more and more high quality, and according to the training objective of business administration specialty, this specialty mainly has a strict requirement for students' team spirit and innovation ability, etc, the training goal is to improve the student's own management and the ability of autonomous learning. According to the current traditional teaching model in promoting the students' comprehensive quality has no significant effect, or the talents trained have been unable to keep up with the changes of social demand, so we need to change this kind of teaching model, to discover new teaching model and can improve students' comprehensive quality. Present situation of case teaching in business administration specialty In the past teaching model, usually use cramming teaching, this model mainly emphasizes theoretical knowledge system in the textbook. Teacher is the main body of the classroom who has absolute certainty for progress and content of teaching, has very important authority, the teaching model is to transfer the knowledge, transfer conclusive things from teachers to students, so the result for this kind of teaching model is that students finally formed a complete knowledge system, have complete knowledge reserve, but have no thinking, thinking and judging ability has been weakened, lack of necessary independence and thinking autonomy, and the mechanical learning can't stimulate students' learning enthusiasm and seeking knowledge desire, at the same time, in the specific application process, lack of the transition of theory applied to the practice. Business administration as a specialty that theory and practice are all very important, should abandon the traditional teaching model, use typical case teaching, use enterprise's real materials and practical experience as a guide for teaching, let students excavate knowledge by themselves, use the learned knowledge to solve the problems, and this kind of case teaching model is conductive to cultivate students' autonomous decision-making ability and team cooperation ability. Case teaching model is consistent with students' cognitive process, summarize and grasp knowledge from practice to strengthen students' study effect has a very significant role. The process of case teaching carried out in the business administration specialty is: the teacher will provide related theoretical concepts for the students, and then utilize corresponding cases which from books or found by himself to help students understand and remember learned knowledge, or let students analyze by themselves, but this kind of analysis is also under the teacher’s constant reminding, then the teacher will explain and analyze the thinking of this kind of case, to make the students understand the thinking direction and learning goals. Although compared with the traditional teaching model has a big improvement, but this kind of case teaching is also mastered by the teachers, teachers are still the main body of the classroom. Another is that the case is usually selected by teachers’ experience. In this case, for the analysis of the case, the students will tend to focus on to guess the answers, rather than to use their 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016) © 2016. The authors Published by Atlantis Press 451 own knowledge system or their own independent thinking way to analyze the problem. So for the result of this kind of circumstance is that the students don’t find his body position, have no way to put forward the critical point of all kinds of ideas and technology. For many cases, there is no standard answer, from a different angle to analyze will get different conclusions and views, so in order to give full play to the effectiveness of case teaching, also need to carry out the corresponding reform and innovation for current model. The application of case teaching in undergraduate teaching (1) Clear the particularity of undergraduates Although the case analysis method in the teaching of undergraduate and graduate students are equally important, but they have a very big difference in breadth and depth of knowledge, the thinking mode and thinking ability. Therefore, learning the theoretical knowledge well is the foundation, it is important that advocating the case teaching model is not to negate the traditional teaching model, the two are inseparable dialectical relationship. If students have a little knowledge of marketing, strategy and human resource management, blindly teach cases can only be swallowed. So the case teaching model does not have to take the whole case from abroad, and should be made to match the theoretical study. On the case preparation and classroom teaching, all must consider the particularity of undergraduates. A. On the aspect of the case preparation, should fully consider the knowledge reserve status of undergraduates. 1 Theoretical knowledge of undergraduate is not stronger than graduate, so providing case should not be as long as foreign, and have high requirement on aspects of analyzing the details,etc, but should take some cases with short refining and closer from the student life. In this way, can stimulate students' interest in learning, but also can fully consider the limits of knowledge. 2 On the aspect of case subject, we should give priority to with domestic famous enterprises subject, that is localization principle. If provide the cases of foreign for students to study, not only make students produce strangeness, at the same time, it is not suitable for them to understand the special national conditions of enterprise development in our country. 3 Keep the truth of case, case credibility from the neutral attitude of the authors, when discuss a variety of views using raw materials of interview, avoid by all means to join the teachers' own tendency . B. In classroom teaching, teachers should fully pay attention to the problem of role definition, mainly reflects in: 1Master of classroom rhythm, namely in the limited time, how can let more students to put forward his own point of view, how can try hard to control the situation in the case of students debate over and so on. The classroom task whether can be completed on time, to a large extent depends on the teachers mastering the classroom rhythm. 2Excited people of thinking, it is easy to fall into acrimony of individual students in the classroom, while other students is in a state of bystanders. Therefore, the teacher must be sought to make every student's thinking in a workout, not only focus on few students. 3Conclusion, students often speak in disorder. Therefore, when students speak, the teacher must quickly write down and organize the speech thinking of students, and summarize different points of view. (2) Carry out case teaching model of undergraduate course can be divided into three stages A. Students' case preparation stage. Teachers can decorate the case which next class will be taught to students a few days in advance. Both the students can be grouped by teacher, also free to group by themselves, each group of four to five people. At the same time, considering the non-adaptability of undergraduates for case analysis, the teacher should explain that the requirements of the case analysis and the purpose need to achieve. Carrying out case analysis model first, the teacher can provide direction, thinking and main points of case analysis for students, and recommend the relevant books. Team members should have a clear division of labor, are responsible for looking for their respective areas of related information, and do a good job of integration. In the group discussion, everyone should be record the collection integrating results of other team members, achieve resource integration and sharing. B. Classroom teaching stage. 1Speaking stage. Teachers should look for a student, the first to

Research on the case teaching model of business administration specialty in undergraduate course