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Through the preliminary exploration of the innovation of practical teaching of accounting major in secondary vocational schools, this paper puts forward that practical teaching should run through teaching activities, advocate case teaching method and project teaching method, widely apply multimedia teaching methods, gradually improve the supporting system of practical teaching, and vigorously cultivate the comprehensive quality and application ability of accounting major students.

Keywords: innovative practice teaching oriented to accounting teaching for applied talents

In recent years, many secondary vocational accounting graduates are obvious. Slow sales? And enterprises can't find suitable accounting talents. This phenomenon warns us that the current teaching mode of accounting major in secondary vocational schools has not adapted to the social demand for applied and compound talents, which seriously restricts the cultivation of accounting talents. Therefore, accounting teaching in secondary vocational schools must keep pace with the times and innovate constantly.

First of all, break the tradition and offer new accounting courses.

First, the curriculum should be combined with the characteristics of secondary vocational education and cannot be copied. The curriculum of secondary vocational schools should be combined with the situation of secondary vocational students and the demand of market employment, and adhere to the principles of demand orientation, education priority, combination of learning and application, and independent innovation. It is necessary to carry out different levels and forms of teaching work according to different objects, keep abreast of the latest development of accounting work, and avoid the phenomenon that professional curriculum education lags behind the development of real accounting practice.

Second, putting an end to unreasonable courses and integrating repetitive courses can not only save class hours, but also deepen the integration and infiltration between different courses, which is conducive to students' understanding and understanding of the whole accounting system. In addition to theoretical courses, practical courses suitable for secondary vocational school students' employment, such as cashier operation process and counting money, should also be offered.

Third, local schools can allow students to participate in the continuing training and study of on-the-job accountants according to the actual situation in their own regions, so that students can better understand the new standards, systems and regulations in different periods, enhance the applicability and effectiveness of education, constantly update and supplement their knowledge and skills, expand and improve their innovation ability and professional and technical level, improve their knowledge structure, and speed up the training of accounting talents.

Second, innovate the curriculum system and increase the proportion of practical teaching hours.

Basic accounting theory knowledge? Is that enough? Under the premise of, we should try to increase the proportion of class hours in practical training to enhance students' practical ability. Starting with the reform of teaching content, according to the needs of social development and the market demand of accounting talents, some course contents of accounting specialty are adjusted, and the contents that are empty or not closely related to the specialty are simplified and deleted, and more contents with strong application in accounting practice are added.

For example, introducing the modular curriculum system of project teaching method into the teaching of basic accounting course can not only cultivate students' ability to analyze and synthesize problems, but also arouse students' enthusiasm for autonomous learning.

Third, be flexible and innovative, and diversify teaching methods.

Teachers of specialized courses should combine theory with practice in the whole teaching process. Only in this way can students understand the basic theory and know why. In order to arouse students' learning enthusiasm, we should adopt flexible and diverse ways to carry out teaching according to local conditions. To try new teaching methods, such as heuristic teaching, its essence lies in inspiring students to think positively, cultivating students' scientific way of thinking and encouraging students to question boldly. By setting difficult problems and creating problem situations, students' interest in thinking can be activated and their desire to explore knowledge can be stimulated. Through the information exchange between teachers and students, from one-way indoctrination to two-way guidance or two-way communication.

Multimedia teaching can make some teaching contents or unobservable phenomena difficult to express under traditional teaching methods vivid and intuitive, thus deepening students' understanding of the problem. Using multimedia teaching, students can also be provided with extracurricular tutoring, and the teaching content can be uploaded to the internet, and the network can be used to provide tutoring for students' extracurricular learning.

Fourth, innovate the measures for the construction of accounting teachers, improve teachers' practical ability and vigorously cultivate them? Double-qualified teachers?

Accounting teachers in secondary vocational schools are generally from school to school, and most of them lack practical experience. In addition, the school does not provide teacher training funds, so there is no shortage of theoretical teachers in secondary vocational schools. What is lacking is that they have both theoretical basis and operational skills? Double-qualified? Teachers. Most vocational schools don't have special accounting skills instructors, but they are also teachers of relevant accounting courses, so that teachers with insufficient practical experience and no relevant training can guide and train students, and the effect can be imagined.

The foothold of secondary vocational education lies in social needs, and the cultivation of accounting professionals is no exception. It must be market-oriented and take social needs as its own responsibility. By increasing the proportion of practical teaching and improving students' professional skills and operational level, we can achieve the predetermined training goal of accounting specialty-to deliver qualified high-quality, middle and primary applied accounting technology professionals and management talents to the society and better serve the market economy. In order to make the graduates majoring in accounting in secondary vocational schools be favored by the society, we should face up to the problems existing in the current teaching of secondary vocational schools, proceed from reality, take social needs as the guide, innovate constantly, improve teaching methods constantly, and strive to improve teaching quality. Only in this way can our relatives and friends cultivate practical talents with solid theoretical knowledge and strong practical operation ability, so that teaching can better serve the socialist economic construction.

refer to

[1] Liang on the innovation of classroom teaching mode of accounting major in secondary vocational schools [J]. Occupation, 2007, (30).

[2] Li Junmei project curriculum development practice [J]. Vocational and Technical Education, 2007, (9).

[3] Ma Bin school-enterprise cooperation: the innovation of education model [J]. Vocational Education Newsletter, 2006, (8).

[4] Shi Weiping Xu Guoqing vocational education technology curriculum development. Shanghai Education Press, 2006 (6).

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