专业会计专业人才培养模式茬实践中的應用
专业會计专业人才培养模式茬实践中的應用[20200907171024]
摘要职业素质是胜任I.项工作的知识.能力和职业价值观的总和,也是高等职业教育的核心.这个职位需要探索会计专业职业素质内容的基础.本文描述了会计专业学生的文化实践,且应用了职业素质模型.
关键字：会计专业，职业素质，培养模式应用
I.会计电算化专业职业素质的内容
职业教育培训为社会承担着培养高素质.技术熟练的"的人才的重要任务,那么会计专业学生应具备哪些专业素质?为解决这I.问题,我们学校针对过去两年毕业的学生展开了跟踪调查和问卷调查,通过分类整理和分析,我们总结出会计电算化专业的职业素质包括[I.]:
I..I.积极的价值观,良好的职业道德
会计是与事业和金钱打交道的,这就要求会计人员必须建立正确的价值观,保持正常的心态.保持心态平衡,并具有良好的行为,正确对待名利,诚实自律,遵纪守法,且个人利益必须服从社会利益和国家利益.
I..II提高专业技能
专业技能是会计人员最基本的能力,是完成会计工作的基本条件.
I.)会计职业判断
从II00VII年I.月I.日开始,新会计准则开始实施,I.些商业企业在处理的过程中并没有提供具体的方法,而是要求会计人员在面临不确定性情况时,根据会计准则.机构的要求,结合企业的经营环境和会计处理的企业金融服务专业知识和经验的特点,以及根据相关原则和方法制定的最终财务报表,来进行判断和选择.在这种情况下,判断不同工人的工作结果的同I.问题可能不是那么自然,因为业务影响和结果也是不同的,因此,会计的职业意识已成为最重要的专业技能.
II)会计能力
会计业务核算能力是会计人员最基本的能力,涉及的具体能力包括会计核算能力.会计业务的 *好棒文|www.hbsrm.com +Q: 3 5 1 9 1 6 0 7 2
日常处理能力.财产清查能力.税务会计能力.报告能力.成本核算能力.报告和分析能力.
III)财务管理的能力
任何I.家企业的目标都是将企业做大做强,这I.目标的实现受诸多因素影响,但最核心的影响因素是企业的财务管理问题,具体包括财务规划和控制.财务报告分析.决策能力.
IV)收集信息和分析信息的能力
据统计,企业管理所需的信息VII0%甚至更多都来自于会计部门,可以说,会计信息在决策过程中是I.个关键的因素,要求会计人员必须具备快速响应信息的能力.组织能力和分析能力,这样才能为企业管理人员和相关部门提供有用可靠的财务信息.
V)会计电算化能力
由于网上报税系统中特殊电脑的广泛使用,这I.应用使得企业的会计电算化能力成为会计人员任命的前提条件,并处于重要的位置.会计电算化能力包括系统设置.日常操作的计算机化处理能力和维护能力.
VI)对数字的敏感性
会计数据主要由会计工作人员来完成,处理数据以记录经营业务的发生.数据记录主要是由会计工作人员完成,通过处理数据记录经济行为的发生.通过数字分析问题,解决问题,不同的数字代不同的含义,代表不同的结果,这需要会计工作人员对数字非常敏感,将不同的数字记录在脑中,以便随时使用,因此做会计工作会产生多乘效应[V].
I..III良好的语言表达能力,沟通能力
会计作为I.种服务性工作,要处理内部和外部的人员关系,必须要学会与他人沟通,处理好不同利益相关人员的关系,例如与工业.税务注册.税务收益.银行资金的关系.要想做好外部审计,会计工作人员需要良好的语言表达能力.
I..IV团队合作
当今社会是经济知识的时代,各种知识和技术正使竞争变得越来越激烈,使得社会多元性变强,使得人们要在工作中不断学习,而且环境变得极其复杂.很多案例仅仅依靠个人能力是很难解决复杂问题,取得有效成果.所有这些都需要成立团队,相互依靠团队成员,相互关联,共同合作.成立工作团队抓住问题要点,增强能力协作,依靠团队创作奇[VI].
I..V终身学习,创新精神
学到老活到老是III.世纪的生存准则,是个人职业生涯的唯准则.据统计,学校中学到的知识只占你以后要用知识的V%,大多数知识是在学校外环境中学到的,这对于丰富自己来说是非常必要的;随着经济的进I.步发展,社会变化也呈现出多样性,新的形式.新的问题.新的商业.会计标准.经济原则和法规也需要不断地做出恰当的改变与时俱进,不断学习,根据经济活动的变化,不断更新专业知识.因此,财务会计创新模型要适应工作的需求,适应社会的发展[VII].
I..VI适应能力
学生经过X年学习进入社会,由于环境的改变,很多人感到社会与之前大不相同,很多学生感到不适应,有些学生感到很大心理压力,这对他们的生活和工作产生很大影响[VIII].这就要求学生随着环境的改变调整我们的生活方式.思考习惯,调整生活环境适应现有的工作,主动适应环境的改变.
I..VII风险防范
社会变化很快,而且存在很多风险.企业在社会中生存,面对很多财务和投资决定,都存在很大风险.如何预测风险及规避风险是财政管理中的重要因素.
II会计电算化专业学生的专业素质培养模式在实践中的应用
在过去几年中,我们I.直坚持在实践中培养学生的技能.不断大胆改革最终形成了I.多方位技能训练模式.
II. *好棒文|www.hbsrm.com +Q: 3 5 1 9 1 6 0 7 2
I.以需求为导向的专业会计人才培养目标
在相关商业地区对会计工作进行调研,并与职业人才特性相结合,定义了根据当地经济发展需求,根据学生情况,列出会计工作职位,通过实践训练培养会计电算能力,将它作为基本职业技能,创建个人职业训练目标."
II.II人才动态
首先,参加专业会计协会下的职业学校,学习标准会计工作.职业技能.专业会计课程和其它事项.就个人培训能力,咨询商业专家,与专家讨论方案实施的可行性;然后在个人训练的实施过程中,多次举办企业学期,深入企业会计部门,学习专业技能,根据专家的意见进行调研,根据调研数据和学生反馈及时修改个人培训规划.
II.III深化教育改革,形成分行业分层次的人才培养模式
•根据不同行业和不同工作需求,实施行业分层教学和培训,选取生产选择和产品流通岗位和出纳员IV-VI名,会计岗位持续VIII-I.I.个月.通过行业和岗位要求,制定各个层次的教学内容以及采用的教学方法等,教学和训练的分层模式可以缩短行业内会计的工作距离.
•在不同层次建立竞技.基本技能.专业训练模式,并将此作为训练的核心
会计专业知识将分为III个层次:
职业基本技能训练的第I.层包括:包括办公自动化技能.口述和写作技能.笔记技巧.算术能力和其它基本技能.
根据基本培训标准,通过经过培训,你能让学生获得工作所需的基本会计技能.
第II,会计技巧训练水平.分为V个模块:协调工作和沟通技巧;结算和对账;商业认可和测量能力;记录和会计汇报能力;每日管理和控制,将专业技能发展到课程教学中,课外时间参与社会活动.
第III,发展创新能力.提高学生未来的工作技能和潜力.包括:发展创造能力;终生学习能力;独立策划能力;商业策划能力模块.
为了实现这些目标,我们有IV个主要原则":每天举行演讲比赛;坚持每周I.次计算机操作训练;坚持每月I.次专业基本技能测试;坚持每学期I.次专业模拟训练(或训练),并且确保训练的持续性和高效性.
II.IV以工作流程为导向的课程体系
根据会计专业工作小组,分析他们的工作任务和完成这些任务所需要的职业技能,并与职业技能标准相结合,以及与相关领域的活动总结相结合,最总转换到学习课程中.
与设计相I.致,会计电算化专业确定出典型职业中的工作任务.日常生活中的文件.会计核算处理.账目结算,税务归档.利润计算,准备资金声明分析.会计.计算机日常业务处理,将其与专业能力相结合,确定出活动中的VI0个方向,并最终将它们转化为会计基础".法人税务练习".成本会计练习"和其它核心课程中的VI个方向与II0个专业课程.
II.V坚持学习与工作相结合,加强与企业的合作,深化课程改革,为学生的就业能力创造条件
I.)加强学校与企业之间的合作,探索出I.条IIIIII"教学模式.
"III":I.,学校老师到企业教授训练基础,提升经验;II,学生走出课堂去企业参实习,III,学生在毕业离校前要参加企业职位或实习职位[IX].
"III":I.,公司作为客座专家进入学校;II,对学校融入法人会计案例,丰富教学内容;III,不同部门的会计专家进入学校,作为专业领航协会帮助学科建设发展.
II)加快课程改革步伐
会计专业和商业并进,进行金融会计".会计"和其它课程发展和建设工作.商业人士学习课程内容.教学方法.评估方法,共同准备培训材料.例如,我们结合会计专业工作的要求与商业专家共同讨论并修改金融会计"课程的测试方法,剔除了传统的课本测试方法,而着重突出实践技巧评估,也就是说,用书本上的设置来解决商业文件.记账.汇报准备.在所有商业中练习会计,并且要求学生管理场地运营.整个测试过程中,学生I.直处于会计的位置环境,缩短学生和实际会计之间的位置[I.0].
II.VI采用多种教学方法
根据不同课程的教学性质,采用案例教学".任务教学"和其它教学方法,I.具有代表性的方法如下:
I.)经验法则的作用
给学生传输会计文件.日常商业过程如教学内容.通过商业模拟,处理好个人在商业.制造员工.审计人员.出纳员.和记账人员中的角色.让学生具备在真实工作部门中的会计工作能力,并学会如何担任会计监督的角色等.
II)课外活动,通过竞争法则学习
专业生经常参加竞技测试,在比赛中练习所有基技能.奖项设有团体奖和个人奖,在每学期末都有评奖,评出奖学金,给出学生自评估,如年度评价.活动很大程度地提高学习的热情,通过比赛促进学习.
II.VII实行I.+II"证书管理条例
I.指的是毕业证".II指的是会计资格证"和基本技能专业证".
为了增强会计专业学生的专业能力,我们要求学生在拿到毕业证书时必须已具有资格证"和学校颁发的基本技能专业证"两项技能证书.
基本技能专业证"是学校的I.个特殊证书,用以奖励专业基本技能表现出色的学生,它包括算术技能.数码.会计写作技巧.技术技巧.字符输入技巧,实际金融写作技巧,例如内容评估.
II.VIII通过引入外部和公司实践.练习与其它方法,来建立I.高质量的双"教师团队
目前,专业全职老师都具有双资格证,其中IV名商业顾问.公司培训师.I.名公司人员,III名兼职教师.长期教授商业会计".税务练习"课程,并将实践与教学任务相联系,对提高学生的实践能力有独特的作用.
II.IX为学生加强校外实训基地的建设实践,为学生的就业创造有利条件
会计是I.非常实际性的专业,应该具有充足的实际教学活动,否则学生将很难掌握会计理论和基本技巧.为了练习和教学,我们建立了会计操作模拟和会计电算化训练两个学区,购买先进教学设备和真实金融软件.聚集大型企业.不断更新训练数据.我们的训练房间对学生开放,为学生提供全方位的训练平台;另I.方面,我去几年里,我们使用各种方法在外面建立很多训练平台,为学生提供场地工作条件,也同时为学生提供就业机会.
附件II:外文原文
ProfessionalAccountingProfessionalTrainingModel
ApplicationinPractice
LiuYe
SipingProfessionalCollege
gqliuwhuVIII@sohu.com
Abstract:Theprofessionalqualityisthesumoftheknowledge,abilitiesandprofessionalvaluescompetenttobeajobandthecoreofHigherVocationalEducation.ThispostneedstoexplorethebasisoftheaccountingprofessionAccountingMajorsprofessionalqualitycontent,anddescribedthepracticeofcultureintheAccountingstudentshavetakentheapplicationofprofessionalqualitymodels.
Keywords:AccountingProfessional,ProfessionalQuality,TrainingMode,
I.ContentofComputerizedAccountingProfessionalQuality
Vocationaleducationtrainingshouldersforthecommunity,"high-quality,skilled"talentoftheimportanttaskofAccountingstudentsshouldhavewhatprofessionalquality?Toaddressthisissueonourschoolgraduatesandgraduatesofthepasttwoyearswheretheunitconductedafollow-upsurveyandquestionnaires,throughsort-ing,analysis,summarizedinthequalityofcomputerizedaccountingprofessionalcareerinclude[I.]:
I..I.PositiveValues,GoodProfessionalEthics
Accountingisdealingwithcareerandmoney,whichrequirestheaccountingofficermustestablishthecorrectvalues,tomaintainanormalstateofmind,maintainingthebalanceofmind,andwithgoodbehavior,correcttreatmentoffameandfortune,behonestandself-discipline,law-abidingindividualinterestsmustbesubordinatetosocialinterestsandnationalinterests.
I..IIRefiningProfessionalSkills
Professionalskillsisthemostbasiccapabilitiesofaccountingpersonnelisabasicconditionforthecompletionofaccountingwork.
I.)AccountingProfessionalJudgement
JanuaryI.,II00VIIstartedtheimplementationofnewaccountingstandards,somebusi-nessenterprisesintheprocessingofChuLidoesnotprovidespecificmethods,buttorequiretheaccountingofficerinMianlinuncertaintyQingkuangOclock,Genju
accountingstandards,Institutionrequirements,combiningthebusinessesofoperatingenvironmentandcharacteristicsofprofessionalknowledgeandexperienceofenter-prisefinancialservicesoftheaccountingtreatmentandfinalfinancialstatementstobetakenbytheprinciples,methods,etc.tojudgeandchoose.Inthiscase,thesamequestiontojudgetheresultsofdifferentworkersmaynotbeasnaturaltothebusinessimpactandresultsarealsodifferent,thereforetheoccupationalsenseofaccountinghasbecomethemostimportantprofessionalskills[II].
II)Accountingcapacity
Accountingbusinessaccountingcapabilityisthemostbasiccapabilitiesofaccountingpersonnel,thespecificdesigncapabilitiesincludeaccounting,accountingbusinessdailyprocessingcapacity,propertyinventorycapacity,taxaccounting,reportingcapa-bilities,costaccountingcapabilities,reportingandanalysiscapabilities.
III)Thecapacityoffinancialmanagement
Anyenterprise,itsobjectivesaretodevelopbusinessbigger,stronger,abletoachievethisgoal,affectedbymanyfactors,butitscoreisthebusinessoffinancialmanagementissues,specificallyincludingfinancialplanningandcontrol,financialreportanalysis,decision-makingcapacity[III].
IV)Abilitytocollectandanalyzeinformation
Accordingtostatistics,theinformationneededinthemanagementofenterprises,VII0%orevenmorefromtheaccountingdepartmentcanbesaidtoaffecttheaccountingin-formationisacriticalfactorindecision-making,thus,askedtheaccountingstaffmusthavequickresponsetoinformation,organize,analyticalability,andthusfortheenter-prisemanagersandrelevantdepartmentstoprovideusefulandreliablefinancialinfor-mation[IV].
V)Accountingcapacity
Becauseofthewidespreaduseofspecialcomputerwasonlinetaxsystem,theapplica-tionsenablebusiness-to-capacitycomputerizedaccountingrequirementshasbecomeaprerequisiteforappointmentofaccountingpersonnels,BingChuYuimportantofWeiZhi,computerizedaccountingNengliincludingitsXitongset,dailyoperationalcom-puterizedprocessing,maintenance,capacitycapabilities.
VI)Sensitiveforcetonumber
Accountingnumbersismainlyaccomplishedbytheaccountingstaffeverydayandfigurestodealwithanumbertorecordtheoccurrenceofeconomicoperations,withdigitaltoanalyzeproblems,tosolveproblemswithnumbers,anddifferentnumbersandtheyrepresentdifferenteconomicandbusiness,representsadifferentmeaning,representingdifferentresults,whichrequirestheaccountingofficerofthefigurestobeparticularlysensitivetothevalueseeninparticularthenumbershouldbewrittendownintheirminds,whenevertheyweretaken,sodoaccountingworkforwillplayamul-tipliereffect[V].
I..IIIGoodLanguage,CommunicationSkills
Accountingasaserviceposition,withallaspectsofdealingwithpeoplebothinsideandoutsideunits,mustlearntocommunicatewithothers,dealwiththerelationshipbetweenthevariousstakeholders,suchastheannualinspectionforindustry,taxregistrationandtaxreturns,bankfinancinginvolved,withsobetterexternalauditing,accountingstaffofthesejobsrequirestronglanguagecommunicationskills.
I..IVTeamwork
Todayssociety,withtheknowledgeeconomyera,allkindsofknowledge,technologycontinuestointroducenewcompetitionhasbecomeincreasinglyintense,moredi-versesocialneeds,andletpeopleworkinthefacelearningsituationandenvironmentisextremelycomplex.Inmanycases,relysolelyonindividualabilityhasbeendiffi-culttoindependentlydealwithcomplexissuesandachieveeffectiveresults.Allofwhichneedpeopletoconstituentgroups,andfurtherinterdependencebetweenmem-bersRequirements,mutualGuanlianandjointcooperation,theestablishmentofco-operativeteamtograspthecomplexissuesandmakethenecessaryHangdongxiediao,developmentteamandtheresponseNengLiXieZuo,YiKaoteamthepowerofmi-racles[VI].
I..VLife-LongLearning,InnovativeSpirit
LifelongLearningintheIII.stcenturyrulesofsurvivalistoadapttoeachindividualsowncareerdevelopmentandtheonlyway.Aknowledgeacquiredinschoollife,ac-cordingtostatisticsonlyaccountforV%oftherequiredknowledge,mostknowledgeoutsidetheschoolenvironmenttogettoenrichthemselvesbecomeanecessity;Furthercontinuedeconomicdevelopment,socialchangehasmanyaspects,newsituationsandnewproblems,newbusinessafteranother,accountingstandardsandeconomiclawsandregulationshascontinuedtomaketheappropriatechangesandadjustmentsthatrequireaccountantstobewiththetimes,constantlylearning,updat-ingprofessionalknowledgeand,basedonchangesineconomicactivity,Accordingly,thefinancialandaccountinginnovationmodel,toadapttotheneedsofwork,toadapttosocialdevelopment[VII].
I..VIAbilitytoAdapt
Studentslearntheendoftenyearsoflife,intosociety,duetoenvironmentalchanges,manypeoplefeeltoomuchdifferentfrompast,manystudentsarenotfeelingwell,andsomestudentsalsocreatedagreaterpsychologicalpressure,toatremendousimpactonworkandlife[VIII].ThisrequiresthatstudentsmusthavetheenvironmenttomeettheedgeandcanSuizhesurroundingchangesErxunSuadjustourways,thinkinghabit,thinkingoftheknowledgeofthelivingenvironmenttoadapttoXianyouactivelyworktoadapttothechangingZhuDongenvironment.
I..VIIRiskPrevention
Societyisrapidlychanging,theriskexistsobjectively.Enterprisestosurviveinsocie-ty,inthefinancingoffiscalandinvestmentdecision-makingisboundtofacetherisks,howtopredicttherisk,riskdiversification,riskaversionhasbecomeanessen-tialfinancialmanagementprofessionalquality.
IIComputerizedAccountingStudentsProfessionalQuality
TrainingModelApplicationinPractice
Overtheyears,wehavebeeninsistingthestudentsability-based,inpractice,andpracticeofcontinuousboldreformsformedamulti-facetedprofessionalqualitytrain-ingmode
II.I.DemandOrientationProfessionalJobsProfessionalAccountingTraining
Objectives
Relatedbusinessesintheregionthroughasurveyofaccountingjobs,combinedwiththecharacteristicsofvocationaltalents,defined"accordingtolocaleconomicdevel-opmentneeds,front-linepositionsforcorporateaccountingwork,student-based,computerizedaccountingprofessionessentialtobasicvocationalskillsandoverallcapacityofthebasepoint,withstrongpracticaltraining,applicationsandcreativeaccountingprofessionalpersonnel"trainingobjectives.
II.IIDynamicofTalent
Firstofall,togotoprofessionalschoolsintheSteeringCommitteeofexpertsonaccountingstandardswork,professionalcompetenceandprofessionalaccountingcurriculumandsomespecificissues,toseekbusinessexperts,andbusinessexpertsonpersonneltrainingprogramcontentandimplementationoftheKeXingxingtodiscussjustification;then,thepersonneltrainingprogramimplementationprocess,manytimescompaniesheldspecialseminars,in-depthcorporateaccountingdepartmentforaccountingpositionsDemandingprofessionalcompetenceandconductasurveyandrecommendationsaccordingtobusinessexperts,surveydataandstudentspostprac-ticefeedback,timelyrevisionofpersonneltrainingprograms.
II.IIIDeepentheEducationalReform,theFormationofSub-sectors,Sub-level
PersonnelTrainingMode
•Accordingtoaccountingindifferentindustriesanddifferentjobrequirements,implementedbyindustrysub-modularteachingandtrainingposts.Targetedse-lectionofproductionandcirculationofcommoditiesandotherindustriesandcashierIV-VI,materials,costaccountingpositionsVIII-I.I.months,byindustryandjobspecificationsandstandards,todeterminetheteachingcontentofeachmoduleandtheteachingmethodsadoptedandsoon.Modularseparationofpointsbyteachingandtrainingposts,reducingtheaccountingindustrytoworkwiththedistance.
•Toconstructacompetence-based,basicskills,professionaltrainingatdifferentlevelsasthecoreofthetrainingpattern.
Accountingexpertisewillbedividedintothreelevels:
Thefirstlevelofvocationalbasicskillstraining.Including:officeautomationskills;oralandwrittenlanguageskills;pointofnote,abacusandotherbasicskills.
Accordingtothebasicskillsstandards,throughtraining,youcanequipstudentswithbasicaccountingcapabilitiesneededtopost.
Second,thelevelofaccountingskilltraining.Dividedintofivemainmodules:thejobofcoordinationandcommunicationskills;settlementandaccountsprocessing;businessrecognitionandmeasurementcapabilities;recordsandaccountingreportingcapabilities;daytodaymanagementandcontrol,andprofessionalskillsdevelopmentintotheircurriculumteaching,extra-curricularthewholeprocessofactivitiesandsocialactivities.
Third,thedevelopmentofinnovativeabilitylevel.OnImprovingtheworkofstudentsinthefuturere-creationofjobskillsandpotentialdevelopmentcapacity.Include:creativedevelopmentcapabilities;thinkingchangedrequestingdifferentcapacities;life-longlearning;independentplanningcapacity;businessplanningca-pacitymodule.
Toachievetheseobjectives,weget"fourcardinalprinciples",thatis:everydayforaspeechcontest;adheretoaweeklycomputeroperationstraining;adheretoaprofessionalonceamonthbasicskillstest;adheretoaprofessionaleverysemestersimulationtraining(ortraining),andtoensurethatthetraining,thecontinuityandeffectivenessofpractice.
II.IVCurriculumSystemOrientedbyWorkProcess
Accordingtotheaccountingprofessionaljobgroups,analyzetheirtypicalworktasksthatcorrespondtotypicaltaskstocompletevocationalability,combinedwithoccupa-tionalskillsstandards,correspondingareasofactionsummarized,andfinallycon-vertedtofieldsofstudycourses.
Inaccordancewiththedesign,computerizedaccountingprofessionalsidentifythetypicalcareerpositionsGongzuorenwuYou:RiChangShenHefilledindocumentsandaccountsprocessing,paymentsClearing,taxfiling,profitcalculationofthecostofPreparingtheFinancialStatementsFenxi,accounting,computerdailyYeWutreatmentVI,combinedwithprofessionalcompetencyrequirements,identifiedVI0areasforaction,andfinallyconvertedinto"accountingbasis","CorporateTaxPractice","costaccountingpractice"andothersixlearningareasofcorecoursesandII0specia-lizedcourses.
II.VAdheretoCombiningWorkwithStudy,toStrengthenCooperationwithEnterprises,DeepeningtheCurriculumReform,ProfessionalAbilityforStudentstoCreatetheConditions
I.)Strengthencooperationbetweenschoolsandenterprises,toexplorea"three-three"teachingmode.
"III":Oneteacheroutofschooltothebusinessofteachingbaseforpractice,training,enhancetheexperience;twostudentsoutoftheclassroomtothecorporateunderstand-ingofinternship;threestudentstoleaveschoolbeforegraduation,topractice,postpracticeteachingbaseorcandidatesposts[IX].
"Three":Thefirstcompanytoentertheschoolpart-timeteachingspecialists;Second,thecorporateaccountingcases,examplesintoschooltoenrichteachingcon-
tent;Third,thedifferentsectorsofaccountingexpertscomein,aprofessionalsteeringcommitteetohelpplanprofessionaldevelopment.
II)Speedupthepaceofcurriculumreform
AccountingProfessionalandbusinesstogether,"FinancialAccounting"and"Account-ing"andothercurriculumdevelopmentandbuildingwork.Andbusinesspeopletostudythecoursecontent,teachingmethods,assessmentmethods,preparationoftrainingmaterialstogether.Forexample:wecombinetherequirementofaccountingprofessionaljob,andbusinessexpertstogethertodiscussandchangethe"FinancialAccounting"courseoftestingmethodstoremovethetraditionalbeginningofabookexaminationofthemannerbyhighlightingthepracticalskillsassessment,thatis,thesettingsfromthebookstohandlebusinessdocuments,keepaccounts,reportprepara-tion,corporateaccountingpracticeusedinallbusiness,andrequirestudentstoconductfieldoperations,theentireexaminationprocessisalwaysthestudentsexposuretotheenvironmentofaccountingpositions,reducingthestudentandthedistancebetweentheactualaccountingpositions[I.0].
II.VIUseMultipleTeachingMethods
Accordingtotheteachingprofessionwerethecharacteristicsofdifferentcoursestotakea"caseteaching","task-driven"andmanyotherteachingmethods.Onerepre-sentativeis:
I.)Theroleofexperiencelaw
Transmissionintheaccountingdocuments,thedailybusinessprocessessuchasteach-ingcontenttostudents,withhandlingpersonnelplayabusiness,manufacturingasin-glestaff,auditstaff,cashier,bookkeepingpersonnelrole,throughmutualbusinesssimulation,toequipstudentswiththeaccountingpositionsintheactualdivisionofworkandinterface,accountingandrelatedbusinessrelationship,andhowtoplayintheaccountingoversightfunctionsandsoon.
II)Extracurricularactivities,learningthroughracinglaw.
ProfessionalAccountingstudentsoftencarryoutthebasicskillsforalltoparticipateinprofessionalcompetitions,contests,prizessetupgroupsandindividuals,theendofeachsemestertoconductatableonthecompetitionJiang,BingJiangresultsofthecompetitionandthescholarshipsandstudentassessmentXiangannualAppraisingContact.Activitieshavegreatlystimulatedandincreasedenthusiasmforlearning,playingthroughthecontesttopromotelearning.
II.VIIImplementthe"I.+II"CertificateManagementRegulations
I.referstothe"graduationcertificate",IImeans"accountingqualificationcertificate"and"BasicSkillsProfessionalCertificate"
Tostrengthentheprofessionalabilityofaccountingstudents,weaskstudentstoreceivediplomasatthesametimemusthave"qualificationcertificates"andtheschool,"thebasicskillsoftheprofessionalcertificate"twoskillscertificates.
"ProfessionalCertificateinBasicSkills"isauniqueschoolAccountingoutstand-ingprofessionalskillsofstudentsinbasicskillstrainingasaschoolprofessionalcertificate,whichincludestheabacusskills,thedigitalword,thewordaccounting-
specificwritingskills,Countingskills,characterentryskillsFinancialpracticalwrit-
ingskillssuchasassessmentcontent.
II.VIIIThroughtheIntroductionofExternalandCorporatePractice,ExerciseandOtherMeasurestoEstablishaHigh-Quality"Double"TeacherTeam
Atpresenttheprofessionalfull-timeteachersallhaveadualqualification,ofwhichIVbusinessconsultant,corporatetrainerandapersonfromthecompanysthreepart-timeteachers,long-time"businessaccounting","TaxPractice"courseandpracticelinksteachingtask,asthepracticalabilityofstudentstoplayitsuniquefeatures.
II.IXStrengthenTrainingBaseOutsidetheBuildingPracticeforStudents,ProvidingFavorableConditionsforEmployment
Accountingisaverypracticalprofession,shouldhaveenoughpracticeteachingactiv-ities,ordifficultforstudentstomasterbasicaccountingtheoryandbasicskills.Toprotectthepractice,practicepracticeteachingandothersmooth,ontheonehand,weconstructorexpandtheaccountingmanualsimulation,computerizedaccountingtrainingroomtwoschools,thepurchaseofadvancedteachingequipmentandgenuinefinancialsoftware,andaccumulatedlargeenterprisesandfromthetrainingiscon-stantlyupdateddata,themostimportantdayofourtrainingroomopentostudents,fulltrainingplatformforstudents;theotherhand,thepastfewyears,weuseavarietyofway,comprehensiveandstablesetupoutsideadozenpracticebaseforstudentstocreatetheconditionsforfieldwork,butalsoprovideemploymentopportunitiesforstudents.
Acknowledgment.ThisworkisapartoftheEleventhFive"socialscienceresearchproject"TheResearchandpracticeofAccountingMajorsprofessionalqualitytrain-ingmode"([II00VIII]No.IV0V).
摘要职业素质是胜任I.项工作的知识.能力和职业价值观的总和,也是高等职业教育的核心.这个职位需要探索会计专业职业素质内容的基础.本文描述了会计专业学生的文化实践,且应用了职业素质模型.
关键字：会计专业，职业素质，培养模式应用
I.会计电算化专业职业素质的内容
职业教育培训为社会承担着培养高素质.技术熟练的"的人才的重要任务,那么会计专业学生应具备哪些专业素质?为解决这I.问题,我们学校针对过去两年毕业的学生展开了跟踪调查和问卷调查,通过分类整理和分析,我们总结出会计电算化专业的职业素质包括[I.]:
I..I.积极的价值观,良好的职业道德
会计是与事业和金钱打交道的,这就要求会计人员必须建立正确的价值观,保持正常的心态.保持心态平衡,并具有良好的行为,正确对待名利,诚实自律,遵纪守法,且个人利益必须服从社会利益和国家利益.
I..II提高专业技能
专业技能是会计人员最基本的能力,是完成会计工作的基本条件.
I.)会计职业判断
从II00VII年I.月I.日开始,新会计准则开始实施,I.些商业企业在处理的过程中并没有提供具体的方法,而是要求会计人员在面临不确定性情况时,根据会计准则.机构的要求,结合企业的经营环境和会计处理的企业金融服务专业知识和经验的特点,以及根据相关原则和方法制定的最终财务报表,来进行判断和选择.在这种情况下,判断不同工人的工作结果的同I.问题可能不是那么自然,因为业务影响和结果也是不同的,因此,会计的职业意识已成为最重要的专业技能.
II)会计能力
会计业务核算能力是会计人员最基本的能力,涉及的具体能力包括会计核算能力.会计业务的 *好棒文|www.hbsrm.com +Q: 3 5 1 9 1 6 0 7 2
日常处理能力.财产清查能力.税务会计能力.报告能力.成本核算能力.报告和分析能力.
III)财务管理的能力
任何I.家企业的目标都是将企业做大做强,这I.目标的实现受诸多因素影响,但最核心的影响因素是企业的财务管理问题,具体包括财务规划和控制.财务报告分析.决策能力.
IV)收集信息和分析信息的能力
据统计,企业管理所需的信息VII0%甚至更多都来自于会计部门,可以说,会计信息在决策过程中是I.个关键的因素,要求会计人员必须具备快速响应信息的能力.组织能力和分析能力,这样才能为企业管理人员和相关部门提供有用可靠的财务信息.
V)会计电算化能力
由于网上报税系统中特殊电脑的广泛使用,这I.应用使得企业的会计电算化能力成为会计人员任命的前提条件,并处于重要的位置.会计电算化能力包括系统设置.日常操作的计算机化处理能力和维护能力.
VI)对数字的敏感性
会计数据主要由会计工作人员来完成,处理数据以记录经营业务的发生.数据记录主要是由会计工作人员完成,通过处理数据记录经济行为的发生.通过数字分析问题,解决问题,不同的数字代不同的含义,代表不同的结果,这需要会计工作人员对数字非常敏感,将不同的数字记录在脑中,以便随时使用,因此做会计工作会产生多乘效应[V].
I..III良好的语言表达能力,沟通能力
会计作为I.种服务性工作,要处理内部和外部的人员关系,必须要学会与他人沟通,处理好不同利益相关人员的关系,例如与工业.税务注册.税务收益.银行资金的关系.要想做好外部审计,会计工作人员需要良好的语言表达能力.
I..IV团队合作
当今社会是经济知识的时代,各种知识和技术正使竞争变得越来越激烈,使得社会多元性变强,使得人们要在工作中不断学习,而且环境变得极其复杂.很多案例仅仅依靠个人能力是很难解决复杂问题,取得有效成果.所有这些都需要成立团队,相互依靠团队成员,相互关联,共同合作.成立工作团队抓住问题要点,增强能力协作,依靠团队创作奇[VI].
I..V终身学习,创新精神
学到老活到老是III.世纪的生存准则,是个人职业生涯的唯准则.据统计,学校中学到的知识只占你以后要用知识的V%,大多数知识是在学校外环境中学到的,这对于丰富自己来说是非常必要的;随着经济的进I.步发展,社会变化也呈现出多样性,新的形式.新的问题.新的商业.会计标准.经济原则和法规也需要不断地做出恰当的改变与时俱进,不断学习,根据经济活动的变化,不断更新专业知识.因此,财务会计创新模型要适应工作的需求,适应社会的发展[VII].
I..VI适应能力
学生经过X年学习进入社会,由于环境的改变,很多人感到社会与之前大不相同,很多学生感到不适应,有些学生感到很大心理压力,这对他们的生活和工作产生很大影响[VIII].这就要求学生随着环境的改变调整我们的生活方式.思考习惯,调整生活环境适应现有的工作,主动适应环境的改变.
I..VII风险防范
社会变化很快,而且存在很多风险.企业在社会中生存,面对很多财务和投资决定,都存在很大风险.如何预测风险及规避风险是财政管理中的重要因素.
II会计电算化专业学生的专业素质培养模式在实践中的应用
在过去几年中,我们I.直坚持在实践中培养学生的技能.不断大胆改革最终形成了I.多方位技能训练模式.
II. *好棒文|www.hbsrm.com +Q: 3 5 1 9 1 6 0 7 2
I.以需求为导向的专业会计人才培养目标
在相关商业地区对会计工作进行调研,并与职业人才特性相结合,定义了根据当地经济发展需求,根据学生情况,列出会计工作职位,通过实践训练培养会计电算能力,将它作为基本职业技能,创建个人职业训练目标."
II.II人才动态
首先,参加专业会计协会下的职业学校,学习标准会计工作.职业技能.专业会计课程和其它事项.就个人培训能力,咨询商业专家,与专家讨论方案实施的可行性;然后在个人训练的实施过程中,多次举办企业学期,深入企业会计部门,学习专业技能,根据专家的意见进行调研,根据调研数据和学生反馈及时修改个人培训规划.
II.III深化教育改革,形成分行业分层次的人才培养模式
•根据不同行业和不同工作需求,实施行业分层教学和培训,选取生产选择和产品流通岗位和出纳员IV-VI名,会计岗位持续VIII-I.I.个月.通过行业和岗位要求,制定各个层次的教学内容以及采用的教学方法等,教学和训练的分层模式可以缩短行业内会计的工作距离.
•在不同层次建立竞技.基本技能.专业训练模式,并将此作为训练的核心
会计专业知识将分为III个层次:
职业基本技能训练的第I.层包括:包括办公自动化技能.口述和写作技能.笔记技巧.算术能力和其它基本技能.
根据基本培训标准,通过经过培训,你能让学生获得工作所需的基本会计技能.
第II,会计技巧训练水平.分为V个模块:协调工作和沟通技巧;结算和对账;商业认可和测量能力;记录和会计汇报能力;每日管理和控制,将专业技能发展到课程教学中,课外时间参与社会活动.
第III,发展创新能力.提高学生未来的工作技能和潜力.包括:发展创造能力;终生学习能力;独立策划能力;商业策划能力模块.
为了实现这些目标,我们有IV个主要原则":每天举行演讲比赛;坚持每周I.次计算机操作训练;坚持每月I.次专业基本技能测试;坚持每学期I.次专业模拟训练(或训练),并且确保训练的持续性和高效性.
II.IV以工作流程为导向的课程体系
根据会计专业工作小组,分析他们的工作任务和完成这些任务所需要的职业技能,并与职业技能标准相结合,以及与相关领域的活动总结相结合,最总转换到学习课程中.
与设计相I.致,会计电算化专业确定出典型职业中的工作任务.日常生活中的文件.会计核算处理.账目结算,税务归档.利润计算,准备资金声明分析.会计.计算机日常业务处理,将其与专业能力相结合,确定出活动中的VI0个方向,并最终将它们转化为会计基础".法人税务练习".成本会计练习"和其它核心课程中的VI个方向与II0个专业课程.
II.V坚持学习与工作相结合,加强与企业的合作,深化课程改革,为学生的就业能力创造条件
I.)加强学校与企业之间的合作,探索出I.条IIIIII"教学模式.
"III":I.,学校老师到企业教授训练基础,提升经验;II,学生走出课堂去企业参实习,III,学生在毕业离校前要参加企业职位或实习职位[IX].
"III":I.,公司作为客座专家进入学校;II,对学校融入法人会计案例,丰富教学内容;III,不同部门的会计专家进入学校,作为专业领航协会帮助学科建设发展.
II)加快课程改革步伐
会计专业和商业并进,进行金融会计".会计"和其它课程发展和建设工作.商业人士学习课程内容.教学方法.评估方法,共同准备培训材料.例如,我们结合会计专业工作的要求与商业专家共同讨论并修改金融会计"课程的测试方法,剔除了传统的课本测试方法,而着重突出实践技巧评估,也就是说,用书本上的设置来解决商业文件.记账.汇报准备.在所有商业中练习会计,并且要求学生管理场地运营.整个测试过程中,学生I.直处于会计的位置环境,缩短学生和实际会计之间的位置[I.0].
II.VI采用多种教学方法
根据不同课程的教学性质,采用案例教学".任务教学"和其它教学方法,I.具有代表性的方法如下:
I.)经验法则的作用
给学生传输会计文件.日常商业过程如教学内容.通过商业模拟,处理好个人在商业.制造员工.审计人员.出纳员.和记账人员中的角色.让学生具备在真实工作部门中的会计工作能力,并学会如何担任会计监督的角色等.
II)课外活动,通过竞争法则学习
专业生经常参加竞技测试,在比赛中练习所有基技能.奖项设有团体奖和个人奖,在每学期末都有评奖,评出奖学金,给出学生自评估,如年度评价.活动很大程度地提高学习的热情,通过比赛促进学习.
II.VII实行I.+II"证书管理条例
I.指的是毕业证".II指的是会计资格证"和基本技能专业证".
为了增强会计专业学生的专业能力,我们要求学生在拿到毕业证书时必须已具有资格证"和学校颁发的基本技能专业证"两项技能证书.
基本技能专业证"是学校的I.个特殊证书,用以奖励专业基本技能表现出色的学生,它包括算术技能.数码.会计写作技巧.技术技巧.字符输入技巧,实际金融写作技巧,例如内容评估.
II.VIII通过引入外部和公司实践.练习与其它方法,来建立I.高质量的双"教师团队
目前,专业全职老师都具有双资格证,其中IV名商业顾问.公司培训师.I.名公司人员,III名兼职教师.长期教授商业会计".税务练习"课程,并将实践与教学任务相联系,对提高学生的实践能力有独特的作用.
II.IX为学生加强校外实训基地的建设实践,为学生的就业创造有利条件
会计是I.非常实际性的专业,应该具有充足的实际教学活动,否则学生将很难掌握会计理论和基本技巧.为了练习和教学,我们建立了会计操作模拟和会计电算化训练两个学区,购买先进教学设备和真实金融软件.聚集大型企业.不断更新训练数据.我们的训练房间对学生开放,为学生提供全方位的训练平台;另I.方面,我去几年里,我们使用各种方法在外面建立很多训练平台,为学生提供场地工作条件,也同时为学生提供就业机会.
附件II:外文原文
ProfessionalAccountingProfessionalTrainingModel
ApplicationinPractice
LiuYe
SipingProfessionalCollege
gqliuwhuVIII@sohu.com
Abstract:Theprofessionalqualityisthesumoftheknowledge,abilitiesandprofessionalvaluescompetenttobeajobandthecoreofHigherVocationalEducation.ThispostneedstoexplorethebasisoftheaccountingprofessionAccountingMajorsprofessionalqualitycontent,anddescribedthepracticeofcultureintheAccountingstudentshavetakentheapplicationofprofessionalqualitymodels.
Keywords:AccountingProfessional,ProfessionalQuality,TrainingMode,
I.ContentofComputerizedAccountingProfessionalQuality
Vocationaleducationtrainingshouldersforthecommunity,"high-quality,skilled"talentoftheimportanttaskofAccountingstudentsshouldhavewhatprofessionalquality?Toaddressthisissueonourschoolgraduatesandgraduatesofthepasttwoyearswheretheunitconductedafollow-upsurveyandquestionnaires,throughsort-ing,analysis,summarizedinthequalityofcomputerizedaccountingprofessionalcareerinclude[I.]:
I..I.PositiveValues,GoodProfessionalEthics
Accountingisdealingwithcareerandmoney,whichrequirestheaccountingofficermustestablishthecorrectvalues,tomaintainanormalstateofmind,maintainingthebalanceofmind,andwithgoodbehavior,correcttreatmentoffameandfortune,behonestandself-discipline,law-abidingindividualinterestsmustbesubordinatetosocialinterestsandnationalinterests.
I..IIRefiningProfessionalSkills
Professionalskillsisthemostbasiccapabilitiesofaccountingpersonnelisabasicconditionforthecompletionofaccountingwork.
I.)AccountingProfessionalJudgement
JanuaryI.,II00VIIstartedtheimplementationofnewaccountingstandards,somebusi-nessenterprisesintheprocessingofChuLidoesnotprovidespecificmethods,buttorequiretheaccountingofficerinMianlinuncertaintyQingkuangOclock,Genju
accountingstandards,Institutionrequirements,combiningthebusinessesofoperatingenvironmentandcharacteristicsofprofessionalknowledgeandexperienceofenter-prisefinancialservicesoftheaccountingtreatmentandfinalfinancialstatementstobetakenbytheprinciples,methods,etc.tojudgeandchoose.Inthiscase,thesamequestiontojudgetheresultsofdifferentworkersmaynotbeasnaturaltothebusinessimpactandresultsarealsodifferent,thereforetheoccupationalsenseofaccountinghasbecomethemostimportantprofessionalskills[II].
II)Accountingcapacity
Accountingbusinessaccountingcapabilityisthemostbasiccapabilitiesofaccountingpersonnel,thespecificdesigncapabilitiesincludeaccounting,accountingbusinessdailyprocessingcapacity,propertyinventorycapacity,taxaccounting,reportingcapa-bilities,costaccountingcapabilities,reportingandanalysiscapabilities.
III)Thecapacityoffinancialmanagement
Anyenterprise,itsobjectivesaretodevelopbusinessbigger,stronger,abletoachievethisgoal,affectedbymanyfactors,butitscoreisthebusinessoffinancialmanagementissues,specificallyincludingfinancialplanningandcontrol,financialreportanalysis,decision-makingcapacity[III].
IV)Abilitytocollectandanalyzeinformation
Accordingtostatistics,theinformationneededinthemanagementofenterprises,VII0%orevenmorefromtheaccountingdepartmentcanbesaidtoaffecttheaccountingin-formationisacriticalfactorindecision-making,thus,askedtheaccountingstaffmusthavequickresponsetoinformation,organize,analyticalability,andthusfortheenter-prisemanagersandrelevantdepartmentstoprovideusefulandreliablefinancialinfor-mation[IV].
V)Accountingcapacity
Becauseofthewidespreaduseofspecialcomputerwasonlinetaxsystem,theapplica-tionsenablebusiness-to-capacitycomputerizedaccountingrequirementshasbecomeaprerequisiteforappointmentofaccountingpersonnels,BingChuYuimportantofWeiZhi,computerizedaccountingNengliincludingitsXitongset,dailyoperationalcom-puterizedprocessing,maintenance,capacitycapabilities.
VI)Sensitiveforcetonumber
Accountingnumbersismainlyaccomplishedbytheaccountingstaffeverydayandfigurestodealwithanumbertorecordtheoccurrenceofeconomicoperations,withdigitaltoanalyzeproblems,tosolveproblemswithnumbers,anddifferentnumbersandtheyrepresentdifferenteconomicandbusiness,representsadifferentmeaning,representingdifferentresults,whichrequirestheaccountingofficerofthefigurestobeparticularlysensitivetothevalueseeninparticularthenumbershouldbewrittendownintheirminds,whenevertheyweretaken,sodoaccountingworkforwillplayamul-tipliereffect[V].
I..IIIGoodLanguage,CommunicationSkills
Accountingasaserviceposition,withallaspectsofdealingwithpeoplebothinsideandoutsideunits,mustlearntocommunicatewithothers,dealwiththerelationshipbetweenthevariousstakeholders,suchastheannualinspectionforindustry,taxregistrationandtaxreturns,bankfinancinginvolved,withsobetterexternalauditing,accountingstaffofthesejobsrequirestronglanguagecommunicationskills.
I..IVTeamwork
Todayssociety,withtheknowledgeeconomyera,allkindsofknowledge,technologycontinuestointroducenewcompetitionhasbecomeincreasinglyintense,moredi-versesocialneeds,andletpeopleworkinthefacelearningsituationandenvironmentisextremelycomplex.Inmanycases,relysolelyonindividualabilityhasbeendiffi-culttoindependentlydealwithcomplexissuesandachieveeffectiveresults.Allofwhichneedpeopletoconstituentgroups,andfurtherinterdependencebetweenmem-bersRequirements,mutualGuanlianandjointcooperation,theestablishmentofco-operativeteamtograspthecomplexissuesandmakethenecessaryHangdongxiediao,developmentteamandtheresponseNengLiXieZuo,YiKaoteamthepowerofmi-racles[VI].
I..VLife-LongLearning,InnovativeSpirit
LifelongLearningintheIII.stcenturyrulesofsurvivalistoadapttoeachindividualsowncareerdevelopmentandtheonlyway.Aknowledgeacquiredinschoollife,ac-cordingtostatisticsonlyaccountforV%oftherequiredknowledge,mostknowledgeoutsidetheschoolenvironmenttogettoenrichthemselvesbecomeanecessity;Furthercontinuedeconomicdevelopment,socialchangehasmanyaspects,newsituationsandnewproblems,newbusinessafteranother,accountingstandardsandeconomiclawsandregulationshascontinuedtomaketheappropriatechangesandadjustmentsthatrequireaccountantstobewiththetimes,constantlylearning,updat-ingprofessionalknowledgeand,basedonchangesineconomicactivity,Accordingly,thefinancialandaccountinginnovationmodel,toadapttotheneedsofwork,toadapttosocialdevelopment[VII].
I..VIAbilitytoAdapt
Studentslearntheendoftenyearsoflife,intosociety,duetoenvironmentalchanges,manypeoplefeeltoomuchdifferentfrompast,manystudentsarenotfeelingwell,andsomestudentsalsocreatedagreaterpsychologicalpressure,toatremendousimpactonworkandlife[VIII].ThisrequiresthatstudentsmusthavetheenvironmenttomeettheedgeandcanSuizhesurroundingchangesErxunSuadjustourways,thinkinghabit,thinkingoftheknowledgeofthelivingenvironmenttoadapttoXianyouactivelyworktoadapttothechangingZhuDongenvironment.
I..VIIRiskPrevention
Societyisrapidlychanging,theriskexistsobjectively.Enterprisestosurviveinsocie-ty,inthefinancingoffiscalandinvestmentdecision-makingisboundtofacetherisks,howtopredicttherisk,riskdiversification,riskaversionhasbecomeanessen-tialfinancialmanagementprofessionalquality.
IIComputerizedAccountingStudentsProfessionalQuality
TrainingModelApplicationinPractice
Overtheyears,wehavebeeninsistingthestudentsability-based,inpractice,andpracticeofcontinuousboldreformsformedamulti-facetedprofessionalqualitytrain-ingmode
II.I.DemandOrientationProfessionalJobsProfessionalAccountingTraining
Objectives
Relatedbusinessesintheregionthroughasurveyofaccountingjobs,combinedwiththecharacteristicsofvocationaltalents,defined"accordingtolocaleconomicdevel-opmentneeds,front-linepositionsforcorporateaccountingwork,student-based,computerizedaccountingprofessionessentialtobasicvocationalskillsandoverallcapacityofthebasepoint,withstrongpracticaltraining,applicationsandcreativeaccountingprofessionalpersonnel"trainingobjectives.
II.IIDynamicofTalent
Firstofall,togotoprofessionalschoolsintheSteeringCommitteeofexpertsonaccountingstandardswork,professionalcompetenceandprofessionalaccountingcurriculumandsomespecificissues,toseekbusinessexperts,andbusinessexpertsonpersonneltrainingprogramcontentandimplementationoftheKeXingxingtodiscussjustification;then,thepersonneltrainingprogramimplementationprocess,manytimescompaniesheldspecialseminars,in-depthcorporateaccountingdepartmentforaccountingpositionsDemandingprofessionalcompetenceandconductasurveyandrecommendationsaccordingtobusinessexperts,surveydataandstudentspostprac-ticefeedback,timelyrevisionofpersonneltrainingprograms.
II.IIIDeepentheEducationalReform,theFormationofSub-sectors,Sub-level
PersonnelTrainingMode
•Accordingtoaccountingindifferentindustriesanddifferentjobrequirements,implementedbyindustrysub-modularteachingandtrainingposts.Targetedse-lectionofproductionandcirculationofcommoditiesandotherindustriesandcashierIV-VI,materials,costaccountingpositionsVIII-I.I.months,byindustryandjobspecificationsandstandards,todeterminetheteachingcontentofeachmoduleandtheteachingmethodsadoptedandsoon.Modularseparationofpointsbyteachingandtrainingposts,reducingtheaccountingindustrytoworkwiththedistance.
•Toconstructacompetence-based,basicskills,professionaltrainingatdifferentlevelsasthecoreofthetrainingpattern.
Accountingexpertisewillbedividedintothreelevels:
Thefirstlevelofvocationalbasicskillstraining.Including:officeautomationskills;oralandwrittenlanguageskills;pointofnote,abacusandotherbasicskills.
Accordingtothebasicskillsstandards,throughtraining,youcanequipstudentswithbasicaccountingcapabilitiesneededtopost.
Second,thelevelofaccountingskilltraining.Dividedintofivemainmodules:thejobofcoordinationandcommunicationskills;settlementandaccountsprocessing;businessrecognitionandmeasurementcapabilities;recordsandaccountingreportingcapabilities;daytodaymanagementandcontrol,andprofessionalskillsdevelopmentintotheircurriculumteaching,extra-curricularthewholeprocessofactivitiesandsocialactivities.
Third,thedevelopmentofinnovativeabilitylevel.OnImprovingtheworkofstudentsinthefuturere-creationofjobskillsandpotentialdevelopmentcapacity.Include:creativedevelopmentcapabilities;thinkingchangedrequestingdifferentcapacities;life-longlearning;independentplanningcapacity;businessplanningca-pacitymodule.
Toachievetheseobjectives,weget"fourcardinalprinciples",thatis:everydayforaspeechcontest;adheretoaweeklycomputeroperationstraining;adheretoaprofessionalonceamonthbasicskillstest;adheretoaprofessionaleverysemestersimulationtraining(ortraining),andtoensurethatthetraining,thecontinuityandeffectivenessofpractice.
II.IVCurriculumSystemOrientedbyWorkProcess
Accordingtotheaccountingprofessionaljobgroups,analyzetheirtypicalworktasksthatcorrespondtotypicaltaskstocompletevocationalability,combinedwithoccupa-tionalskillsstandards,correspondingareasofactionsummarized,andfinallycon-vertedtofieldsofstudycourses.
Inaccordancewiththedesign,computerizedaccountingprofessionalsidentifythetypicalcareerpositionsGongzuorenwuYou:RiChangShenHefilledindocumentsandaccountsprocessing,paymentsClearing,taxfiling,profitcalculationofthecostofPreparingtheFinancialStatementsFenxi,accounting,computerdailyYeWutreatmentVI,combinedwithprofessionalcompetencyrequirements,identifiedVI0areasforaction,andfinallyconvertedinto"accountingbasis","CorporateTaxPractice","costaccountingpractice"andothersixlearningareasofcorecoursesandII0specia-lizedcourses.
II.VAdheretoCombiningWorkwithStudy,toStrengthenCooperationwithEnterprises,DeepeningtheCurriculumReform,ProfessionalAbilityforStudentstoCreatetheConditions
I.)Strengthencooperationbetweenschoolsandenterprises,toexplorea"three-three"teachingmode.
"III":Oneteacheroutofschooltothebusinessofteachingbaseforpractice,training,enhancetheexperience;twostudentsoutoftheclassroomtothecorporateunderstand-ingofinternship;threestudentstoleaveschoolbeforegraduation,topractice,postpracticeteachingbaseorcandidatesposts[IX].
"Three":Thefirstcompanytoentertheschoolpart-timeteachingspecialists;Second,thecorporateaccountingcases,examplesintoschooltoenrichteachingcon-
tent;Third,thedifferentsectorsofaccountingexpertscomein,aprofessionalsteeringcommitteetohelpplanprofessionaldevelopment.
II)Speedupthepaceofcurriculumreform
AccountingProfessionalandbusinesstogether,"FinancialAccounting"and"Account-ing"andothercurriculumdevelopmentandbuildingwork.Andbusinesspeopletostudythecoursecontent,teachingmethods,assessmentmethods,preparationoftrainingmaterialstogether.Forexample:wecombinetherequirementofaccountingprofessionaljob,andbusinessexpertstogethertodiscussandchangethe"FinancialAccounting"courseoftestingmethodstoremovethetraditionalbeginningofabookexaminationofthemannerbyhighlightingthepracticalskillsassessment,thatis,thesettingsfromthebookstohandlebusinessdocuments,keepaccounts,reportprepara-tion,corporateaccountingpracticeusedinallbusiness,andrequirestudentstoconductfieldoperations,theentireexaminationprocessisalwaysthestudentsexposuretotheenvironmentofaccountingpositions,reducingthestudentandthedistancebetweentheactualaccountingpositions[I.0].
II.VIUseMultipleTeachingMethods
Accordingtotheteachingprofessionwerethecharacteristicsofdifferentcoursestotakea"caseteaching","task-driven"andmanyotherteachingmethods.Onerepre-sentativeis:
I.)Theroleofexperiencelaw
Transmissionintheaccountingdocuments,thedailybusinessprocessessuchasteach-ingcontenttostudents,withhandlingpersonnelplayabusiness,manufacturingasin-glestaff,auditstaff,cashier,bookkeepingpersonnelrole,throughmutualbusinesssimulation,toequipstudentswiththeaccountingpositionsintheactualdivisionofworkandinterface,accountingandrelatedbusinessrelationship,andhowtoplayintheaccountingoversightfunctionsandsoon.
II)Extracurricularactivities,learningthroughracinglaw.
ProfessionalAccountingstudentsoftencarryoutthebasicskillsforalltoparticipateinprofessionalcompetitions,contests,prizessetupgroupsandindividuals,theendofeachsemestertoconductatableonthecompetitionJiang,BingJiangresultsofthecompetitionandthescholarshipsandstudentassessmentXiangannualAppraisingContact.Activitieshavegreatlystimulatedandincreasedenthusiasmforlearning,playingthroughthecontesttopromotelearning.
II.VIIImplementthe"I.+II"CertificateManagementRegulations
I.referstothe"graduationcertificate",IImeans"accountingqualificationcertificate"and"BasicSkillsProfessionalCertificate"
Tostrengthentheprofessionalabilityofaccountingstudents,weaskstudentstoreceivediplomasatthesametimemusthave"qualificationcertificates"andtheschool,"thebasicskillsoftheprofessionalcertificate"twoskillscertificates.
"ProfessionalCertificateinBasicSkills"isauniqueschoolAccountingoutstand-ingprofessionalskillsofstudentsinbasicskillstrainingasaschoolprofessionalcertificate,whichincludestheabacusskills,thedigitalword,thewordaccounting-
specificwritingskills,Countingskills,characterentryskillsFinancialpracticalwrit-
ingskillssuchasassessmentcontent.
II.VIIIThroughtheIntroductionofExternalandCorporatePractice,ExerciseandOtherMeasurestoEstablishaHigh-Quality"Double"TeacherTeam
Atpresenttheprofessionalfull-timeteachersallhaveadualqualification,ofwhichIVbusinessconsultant,corporatetrainerandapersonfromthecompanysthreepart-timeteachers,long-time"businessaccounting","TaxPractice"courseandpracticelinksteachingtask,asthepracticalabilityofstudentstoplayitsuniquefeatures.
II.IXStrengthenTrainingBaseOutsidetheBuildingPracticeforStudents,ProvidingFavorableConditionsforEmployment
Accountingisaverypracticalprofession,shouldhaveenoughpracticeteachingactiv-ities,ordifficultforstudentstomasterbasicaccountingtheoryandbasicskills.Toprotectthepractice,practicepracticeteachingandothersmooth,ontheonehand,weconstructorexpandtheaccountingmanualsimulation,computerizedaccountingtrainingroomtwoschools,thepurchaseofadvancedteachingequipmentandgenuinefinancialsoftware,andaccumulatedlargeenterprisesandfromthetrainingiscon-stantlyupdateddata,themostimportantdayofourtrainingroomopentostudents,fulltrainingplatformforstudents;theotherhand,thepastfewyears,weuseavarietyofway,comprehensiveandstablesetupoutsideadozenpracticebaseforstudentstocreatetheconditionsforfieldwork,butalsoprovideemploymentopportunitiesforstudents.
Acknowledgment.ThisworkisapartoftheEleventhFive"socialscienceresearchproject"TheResearchandpracticeofAccountingMajorsprofessionalqualitytrain-ingmode"([II00VIII]No.IV0V).
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