S-ESE人才培养模式下会计电算化专业教学法研究-英文稿.docVIP

Methodology Research on computerized accountancy under S-ESE talents training modeAnshun Vocational and Technical College Guo Fuqin Yan Qianhua Abstract: The developing requirements of Vocational education should combine with the schooling practice and reform traditional professional training mode. Through years exploration, based on the innovated professional training mode“Six-Three-Three”, faculties of the major in Vocational and Technical College of Anshun adopt original teaching method, namely “Six-step spiral teaching method”. From post to the task division , and then from task to post comprehension, the six-step teaching method makes students fully understand the professional knowledge and possess strong professional practical capacity, which effectively guarantee the realization of the professional training goals as well as providing new method and thoughts for professional teaching. Key words: “Six-Three-Three” professional training mode “Post-certificate-competition combination” “Six-step spiral teaching method” The major computerized accounting has been the core major of teaching reform in Vocational and Technical College of Anshun. For a long time, we have engaged in exploring professional training mode and methodology to achieve the goal of “zero distance” between the professional ability of graduates and professional demand of the position. Based on the characters of computerized accounting, we put forward the training aim of develop “zero distance accounting professionals”, connecting with the actual situation of professional construction. That is, construct the major of computerized accounting which is a “soft major” as a “hard major”. Through several years efforts of our teaching team, we have successfully constructed the professional training mode for the major and develop practical training courses corresponding to the professional post settings. We have compiled training course professional skills training for accountancy by which the teaching is given according to the post. We also have organized teaching groups for post teaching and designed “6-step spiral teaching method”. By doing so, we have basically achieved three “zero distances” , the first zero distance is between the demand for accounting professional posts and the professional skills of students, the second is between teachers and students in practice and the social practical work and the third is between the career ability of graduates and the demands of the professional post. Namely “Once you are in work, you can do the job and once you do the job, you can fit the work” I professional training reform of computerized accounting under the talents training mode of S-ESE Ever since 2008, talents training mode reform of S-ESE has been carried out among the core majors of every department in Vocational and Technical College of Anshun. Here, S stands for students, which regards students as the main part; ES （enterprise，school）advocates schools, together with enterprises make the criteria, contents, plans for professional training according to the demands of enterprises; SE（school，enterprise）requires that we should adopt the teaching method of three-aspect spiral circulation during the procedures of professional training in order to cultivate qualified personnel who meet the demands of enterprises and industry. And during the professional training, schools should provide corresponding tech-support service for enterprises. Therefore, Combination of production and academy and school-enterprise cooperation will be through out the whole procedure, which organically combines schools and enterprises, builds interactive cooperative mechanism, brings up workers together and develops mutually.As the key major of Business Management Department in Vocational and Technical College of Anshun, through years exploration and close cooperation between local enterprises and experts of industry as well as the survey and research of the faculties, we have form featured “ Six-Three-Three” professional training mode for the major of computerized accounting under the S-ESE talents training mode. Here, “Six” refers that professional training aims at six basic skills. “Three” has the meanings of three aspectsthe first aspect refers to establishing “course system of post-certificate-competition combination” according to the target training goals. The second aspect refers to achieving “three joints”, namely the joint of teaching aim and working post, the joint of teaching contents and working tasks and the joint of teaching procedures and working procedures. “Three” refers to accomplishing training aims through three-aspect circulation. The last “Three” refers to three posts regarding students skillspost of cashier, accounting and tax declaration. “Six-Three-Three” professional training mode of accountancy fully presents the requirement of S-ESE talents training mode that combination of production and academy and school-enterprise cooperation should be throughout the whole procedures of target training. Meanwhile, it lays emphasis on specialized features of professional mode, especially emphasizing the joint of course and post and proposes that the realization of the joint of post and class must be assured when designing specialized courses system and developing textbooks. It highlights the development of professional Core competence to ensure that upon graduation, students can find a job and the instance they landed a job, they can fit the job. Based on the idea of S-ESE and “Six-Three-Three” professional training mode above, considering the requirement of achieving the joint of post and class, through hard work of all faculties, an original training courseComputerized Accounting Professional SkillsTraining for Separate Post was set up for the major in 2011, and the faculties exploit the course textbookProfessional Skills Training Course for Computerized Accountancy. II New methodology under the “Six-Three-Three” talents training mode -“Six-step spiral teaching method” The core of “Six-Three-Three” personnel training mode depends on three joints, the joint of teaching aim and working post criteria, the joint of teaching contents and working task, the joint of procedures between teaching and working. The achievement of “Three joints” requires new teaching method. Therefore, the implement of “Six-Three-Three” professional training mode especially stresses the reform of traditional teaching method and bringing in new ones. So, our teaching team makes deep and carefully analysis on the teaching contents of computerized accountancy, deciding to use the idea -“deepen each post，combine post and class”on the teaching content design of specialized courses, namely, separate post teaching, post refining and post-class combining, which make it possible to successfully achieve the above idea in course teaching, further forms original “six-step spiral teaching method”. The methodology is designed according to the tasks of separate posts of accountancy, which is aimed at achieving six steps successively in course teachingpost recognition (post duty, criteria and skill requirement), task description ( work division structure), task procedure recognition, task practice, task examination, post comprehensive skill practice and management. Six-step spiral teaching method begins with accounting post, through post recognition, then, knowing the requirement of each post of accountancy, next, doing post division and describing the task. Based on the above, it brings in working procedures to complete each task, and then asks students to do practical training of each task according to task procedures. When students finish each task, ask students to do post comprehensive practice training according to post comprehensive task. Through the spiral procedures, we realize the aim of making students fully understand the post comprehensive operation and equip with comprehensive practical competence for the post. III Excellent teaching cases Now, lets take the course Computerized Accounting Professional SkillsTraining for Separate Post, which is exploited by our faculties for example. First of all, we design the course on the basis of the post of accountancy, so we compile the textbook in accordance with the post requirements, for example, in the practical teaching of the cashier post, we used to introduce currency management and accounting requirement according to the textbooks, and ask students to prepare a statement of cash, check for payment document of banking deposit and the registration journal. But when these are finished, students are not familiar with every working procedure of the cashier, particularly some norms regulations and procedures, which leads to the result that students often make mistakes in their future job and can not fit the job. “Six-step spiral teaching method” mainly refers to accomplishing the teaching task of the course by using six teaching procedures: the first stepknowing the post of cashier, including cashier post description, career criteria (including the cash of cashier post, banking deposit management, and norms), and the skill requirements of the cashier. Teachers lead students to study for this step. The second steplead students to do the work of cashier by modularization technique to make students know the working task and duty of cashier post. The third stepstudy every task of cashier post according to the post procedures Cash basis business processBanking payment business processBusiness process of accountant for cash exchange, loan returning, banking settlement and tollageBusiness process for buying a checkThe forth stepwhen students are familiar with working procedures, teachers will demonstrate according to the operating procedure requirement with the designed simulated original data. Students use the simulated original data to practice. For instance, we are doing a task of banking payment Banking payment trainingGeneral process for bank draft paymentIssue of bill of exchangeCase: on 25th, October, transact business of bank draft, purchase B material in a material factory in Guangzhou, 8,000 Yuan in value, the opening bank of the factory is Lin Hai Branch of Commercial and Industrial Bank of Guangzhou, account number: 656777656789899The fifth stepteachers finish task examination by designing practical training performance examination scheme Examination theme and contents for post professional skills The sixth stepafter students fully understand every task of cashier post, teachers lead students to integrate, summarize the comprehensive business of cashier post, and in the end, design a set of comprehensive transaction of cashier for practical training.