Research On Accounting Classroom Teaching Based On Backward Design

Talent cultivation is the mission of higher education,and the classroom as the forefront of talent training,classroom teaching plays an important role without doubt.For this reason,in recent years,the Ministry of education has repeatedly issued some documents for college undergraduate education,putting forward clear requirements to promote classroom teaching revolution and create "golden class",instead of "water class",so as to improve the quality of curriculum teaching.Considering the psychological disposition and needs of college students who born after 2000,as well as the strong technical and practical orientation of accounting major,this dissertation introduces the teaching design concept of goal-oriented and understanding-oriented Backward Design teaching method into the classroom teaching of accounting major,with an aim to giving better play to students' subjective initiative and improve the learning effect.In fact,Backward Design has been used widely in the field of basic education,which is highly consistent with the three major concepts of professional certification promoted by the Ministry of Education —— "achievements oriented","students-centered" and "continuous improvement",thus combining professional certification and classroom teaching.As an interdisciplinary study of accounting and pedagogy,this dissertation aims to study the feasible path of optimizing accounting class from the perspective of Backward Design,and focuses on the following three questions: First,why is it necessary and feasible to apply Backward Design to the teaching of accounting major?Second,how to apply Backward Design specifically to the classroom teaching of accounting major?Third,can Backward Design teaching mode effectively improve the teaching quality of accounting specialty courses?In view of the first problem,this dissertation adopts the literature analysis method to sort out and summarize the research status of accounting classroom teaching design and literature,and finds that the current research focus of accounting classroom teaching is mainly to conduct detailed research on each link of teaching design,such as teaching methods.However,how to combine the characteristics of accounting discipline and the needs of students to carry out the logical layout of each link of teaching design,and how to carry out a complete teaching design are rarely studied.In practice,although teachers use modern teaching means,it is still difficult to achieve the expected teaching effect.One of the important reasons for this phenomenon is that at present most front-line educators of accounting major still adopt traditional design in their teaching,which seldom pays attention to "what students eventually learn,and what is the help of such teaching design to the improvement of students' knowledge and ability?","how to prove that teaching objectives have been achieved","how to use teaching activities and teaching evaluation to achieve continuous improvement of teaching quality" and other issues,and these are Backward Design focus on solving.Therefore,it is necessary to apply Backward Design in accounting teaching.In addition,through the analysis of the characteristics of the major,the inner quality of learners and the integration of information technology and education,this study found that it is feasible to apply Backward Design to the teaching of accounting major.In view of the second question,this dissertation takes the course Fundamentals of Accounting as the test field,according to the corresponding relationship among the training objectives,graduation requirements,curriculum objectives and chapter objectives of Fundamentals of Accounting,this dissertation combines Skowron's Backward Design teaching method and Bloom's cognitive education objective classification,constructivism theory,expert and novist theory,learning pyramid to draft the general framework of Backward Design teaching method of Fundamentals of Accounting.In view of the third question,this dissertation through the questionnaire and other methods for students' learning ability,learning preferences,learning difficulties,and expects to help information,and use it to improve the concrete teaching practice,to carry out Backward Design teaching the grade 19 level of economics class as the experimental group,with traditional design teaching grade 18 economics class as control group,with the help of SPSS22.0 data statistical tool,the results of in-class test and final examination of the two classes were analyzed,and it was found that the scores of the experimental group were significantly higher than the control group.Through the questionnaire survey,it is found that Backward Design does improve students' classroom satisfaction,promote students' deep understanding of knowledge and the formation of lasting learning ability.The research of this dissertation opens up the thinking of classroom teaching research of accounting major,and provides a feasible path for exploring the classroom teaching reform of liberal arts practical professional courses.