Investigation And Research On The Application Of Case Teaching Method In The Course Of "Basic Accounting" In Secondary Vocational Schools

With the promulgation of the new Vocational Education Law,the importance and role of vocational education is increasingly prominent,providing strong talent and skills support for the construction of a modern economic system.As the foundation of the vocational education system,secondary vocational education is the basic force for cultivating high-quality skilled talents.In order to meet the needs of industrial transformation and high-quality economic development for high-quality skilled talents,secondary vocational schools should actively reform traditional teaching methods,pay attention to the cultivation of students’ practical skills and professional abilities,and select teaching methods that meet the needs of secondary vocational talent training.Case teaching method,as a teaching method that integrates theory with practice,plays a positive role in cultivating students’ professional abilities such as the application ability of theoretical knowledge,language expression ability,and team cooperation.Therefore,this article takes the case teaching method as the research content,takes the students and teachers majoring in accounting affairs in secondary vocational schools who participated in the author’s educational practice as the research object,and takes the "Basic Accounting" course as the starting point.Through investigating the application status of the case teaching method in the "Basic Accounting" course in secondary vocational schools,it identifies the problems existing in the application of the case teaching method in the teaching of secondary vocational schools,and further explores the causes of the problems,Finally,combined with the characteristics of secondary vocational students,it proposes optimization strategies for the application of case teaching method.This study uses literature research,questionnaire survey,and interview methods to conduct a survey of the application of case teaching methods in the "Basic Accounting" course in secondary vocational schools.Firstly,this paper summarizes the current research situation of case teaching method at home and abroad through literature research,and defines the relevant concepts of case teaching method based on previous studies.Secondly,through questionnaires and interviews,the author investigated the current situation of the application of case teaching method in the course of "Basic Accounting" in secondary vocational schools,proposed the problems existing in case teaching,and analyzed the reasons for the problems.Finally,based on the analysis of the survey results and the causes of the problems,this paper proposes optimization strategies for the application of case teaching in the course of "Basic Accounting" in secondary vocational schools.The conclusion of this study is as follows: first,the application of case teaching method in the "Basic Accounting" course of secondary vocational education is appropriate.The case teaching method not only has theoretical support,but also is consistent with the requirements of talent training in the accounting affairs major of secondary vocational education,the teaching characteristics of the "Basic Accounting" course in secondary vocational education,and the learning characteristics of secondary vocational students.Second,there are still problems in the application of case teaching method in the "Basic Accounting" course of secondary vocational education,such as weak targeted and timely selection of cases,formalized case teaching process,low classroom participation of students,and lack of multi-dimensional teaching evaluation.Attribution analysis is conducted from the perspectives of teachers,students,and schools.Third,specific optimization strategies are proposed around the three main stages of case teaching method.In the teaching preparation stage,schools and teachers should attach importance to the selection of teaching cases and promote the development and sharing of case resources;in the teaching implementation stage,teachers should correctly position their roles and improve students’ adaptability to case teaching;in the teaching evaluation stage,schools and teachers should implement the teaching evaluation concept of "student-centered" and formulate multi-dimensional evaluation indicators.