Application Research On The Teaching Of "Basic Accounting" Course In Secondary Vocational Schools Under The Guidance Of "Core Literacy"

In the context of the integration of production and education,the high-quality development of my country’s socialist market economy requires secondary vocational education to adhere to the market and demand orientation,improve the dynamic adjustment mechanism for the training structure of technical and skilled personnel,and pay attention to the all-round development of talents.In the course of new curriculum reform,the Party’s educational policy emphasizes "moral education first,ability important".The proposal of "core literacy" is the embodiment of the Party’s educational policy and the intermediate link between the macro educational concept,training objectives and specific teaching practice.How to deeply implement the talent cultivation policy of "core literacy" into the actual teaching classroom is a major focus of the current secondary vocational education "Basic Accounting" course,which is a basic theoretical course for accounting majors,and teaching reform.The full text is divided into three parts.The first part of the introduction mainly introduces the research foundation.The second part is the main text,which takes Guandu District Vocational High School in Kunming City as an example to investigate and analyze the current teaching situation of its "Basic Accounting" course.To address the inadequate design of innovative teaching details and incomplete construction of the system framework;The integration of the course content and core competencies of "Basic Accounting" is insufficient;Single roles and solidified relationships between teachers and students;On the basis of the Marxist theory on the all-round development of human beings,Huang Yanpei’s vocational education theory,Dewey’s pragmatism education theory,situational learning theory,the application research on the teaching of "Basic Accounting" course in secondary vocational schools under the guidance of "core literacy" was carried out.Conduct feasibility analysis,learning situation analysis,and textbook analysis,conduct detailed teaching process design,and analyze teaching examples.Process management is carried out during the teaching implementation process,and a comprehensive and specific evaluation mechanism is constructed in the feedback link of teaching implementation effectiveness.The aim is to improve the teaching evaluation mechanism,comprehensively reflect students’ learning status and teaching effectiveness,and stimulate students’ endogenous learning motivation.The conclusion section includes the achievements,reflections,suggestions,and prospects of this study.Through literature review,case analysis,action research,statistical investigation and data analysis,this paper summarizes the suggestions for optimizing the teaching scheme of the "Basic Accounting" course in Kunming Guandu Vocational High School and new ideas for cultivating accounting professionals in secondary vocational schools,and truly implements the talent cultivation policy of "core literacy" into the actual teaching work of accounting professionals in secondary vocational schools.The study draws the following conclusions: 1 The teaching scheme guided by "core literacy" gradually shows a good adaptability in case schools,which is basically consistent with the core concept of the "Basic Accounting" course.2.The design of the whole teaching process is convenient for teachers to implement in the actual teaching of the course "Basic Accounting" in secondary vocational schools.3.Through in-depth analysis of the teaching content of "Basic Accounting",the design of teaching objectives for "Basic Accounting" under the guidance of "core literacy" can achieve a deep integration state.4.The teaching process design and the actual teaching implementation process are basically in dynamic consistency and partial adjustment,and the adjustment range is affected by the degree of students’ tacit understanding,the relationship between teachers and students,the accumulation and depth of teaching content,and the depth of teachers’ analysis of teaching content.5.The construction of teaching evaluation mechanism can form a big data network of students’ learning status,facilitate teaching management,correspond to the teaching objectives under the "core literacy",and enhance the scientific and humanistic nature of the setting of evaluation indicators.6.The "process+summative evaluation" based on the form of "portfolio evaluation+test evaluation" has advantages and high applicability in the teaching evaluation of "Basic Accounting" in secondary vocational schools,which helps to improve the relationship between teachers and students,and helps students dialectically understand the impact of learning status on test results.7.Students’ professional ethics and legal awareness are a long-term process of formation,and they need to design the teaching content carefully to achieve a subtle effect.In view of the above conclusions,the author gives the following suggestions: 1.Strengthen the whole-process management of the teaching of "Basic Accounting" in secondary vocational schools under the guidance of "core literacy".Improve the whole process management level of teachers;Carry out the construction of multi-party collaborative management mechanism;Play the leading role in the teaching process.2.Strengthen the student-centered management of the teaching of "Basic Accounting" in secondary vocational schools under the guidance of "core literacy".That is,dynamic management of subjective initiative;Make efforts in public trust,mediation art and psychological intervention;While studying the teaching content carefully,we should combine the characteristics of students’ cognition and psychological development to make correct attribution and necessary psychological guidance.3.Strengthen the functionality of the teaching evaluation feedback mechanism of the "Basic Accounting" course in secondary vocational schools under the guidance of "core literacy",and give full play to the guidance and incentive functions of the teaching evaluation feedback mechanism.