| As an important part of Vocational Education in China,secondary vocational education has cultivated a large number of skilled talents for the development of national economy and society.Accounting,as a major with the longest history in secondary vocational education,is facing great challenges in the cultivation of accounting talents with the promotion of globalization,digitization and intellectualization.At present,counterpart education has become an important measure for accounting talents training in secondary vocational education to meet the needs of the development of the times,and has also been widely concerned by all walks of life.In this paper,three secondary vocational schools in Zigong City,which set up corresponding classes for accounting major,are selected as the research objects.The method of questionnaire survey and individual interview is adopted.The questionnaire survey is mainly based on the closed questionnaire.The survey objects are the students of different grades in three schools.Stratified sampling is used to distribute the questionnaire.The closed marking design refers to the relevant literature of teaching and training and the opinions of experts in the industry.It focuses on 29 items from three dimensions of learning attitude,teaching organization and learning ability to reflect the problems existing in counterpart teaching.On the other hand,in order to deeply and accurately understand the problems in counterpart education,face-to-face interviews were conducted with some students and full-time teachers from the perspective of counterpoint.From the analysis of the survey and interview results,there are the following problems:(1)the overall learning attitude is not positive enough,lack of effective motivation.The specific performance is: lack of interest in learning,learning urgency is not strong;learning confidence is weak,greatly affected by external factors;overall learning pressure is not strong,lack of effective guidance.(2)The weak teaching organization is difficult to effectively improve the teaching effect.The specific performance is: the classroom atmosphere is not positive,it is difficult to stimulate learning enthusiasm;the single teaching method of teachers is difficult to improve and stimulate students’ learning motivation;the lack of grasp of key and difficult points in the course content affects students’ understanding and mastery of knowledge;the structure of teachers is unreasonable,which is difficult to support students’ skill training;the investment in practice training is insufficient,which makes it difficult to achieve the training objectives.(3)The overall learning ability differentiation is obvious,and the overall teaching effect needs to be improved.The specific performance is as follows: the cultivation of learning habits needs to be strengthened;there are misunderstandings in the understanding of exam taking ability;insufficient attention is paid to the cultivation of students’ ability to analyze and solve problems;and the overall self-management ability of students needs to be improved.This paper puts forward corresponding teaching improvement measures from these three levels: first,learning attitude.Specifically: pay attention to role transformation,stimulate students’ thirst for knowledge;establish a good relationship between teachers and students,enhance students’ learning confidence;pressure and pressure reduction targeted to guide students to correct learning attitude.Second,the level of teaching organization.Specifically:improving teaching methods and optimizing classroom atmosphere;integrating theory with practice to optimize curriculum;optimizing teachers and increasing on-the-job training.Third,learning ability.Specifically,we should renew teachers’ educational concepts,cultivate students’ good learning habits,attach importance to the cultivation of students’ logical thinking ability,guide students’ career development,and strengthen students’ self-management and restraint ability. |
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