On The Curriculum Diagnosis And Improvement Ability Of The Teachers Of Accounting Computerization In Secondary Vocational Schools

High-quality development is the theme of current economic and social construction.Secondary vocational and technical education is the foundation of the construction of modern vocational education system.The quality of its “good” or“bad” is related to the overall situation of the development of vocational education in China.The high quality of education comes from the high quality of teachers.To establish a high-quality team of secondary vocational teachers is the key to promote the high quality development of secondary vocational education.Based on the practice of computerized accounting courses in Y School in Hebei Province,this study explored the “diagnostic reform” ability of professional teachers by comprehensive application of literature analysis,comparative research,investigation and interview and case analysis.First,based on OBE theory,this thesis clarified the generation logic of professional courses in secondary vocational schools.The curriculum objectives should follow the training objectives of supporting professional talents,and the formation of teachers’ curriculum “diagnosis and reform” ability should also follow the generation logic of the curriculum.There are three orientations for talent cultivation in secondary vocational schools: enrollment,employment and certificate(certificate system).Through the comparison of Basic Accounting and Basic Accounting and Examination Standards,it is found that there are certain differences in course contents under different orientations,which need to be effectively remedied or increased or decreased by teachers of secondary vocational specialty in the course implementation.Second,taken Y school in Hebei province as an example,this thesis is investigated teachers’ curriculum of the status quo of the ability of clinical change confirmed secondary vocational teachers’ professional understanding of the course“change” is still not enough comprehensive,change clinical practice ability is still weak,curriculum changes adaptability,information feedback and self-development ability are in general condition,clinical professional course to promote the secondary vocational school work,The ability of professional teachers’ curriculum “diagnosis and reform” needs to be improved urgently.Again,this thesis based on the results of the survey,in accordance with the requirements of the relevant national policy,use for reference the experience of outside,follow the principle of scientific principle,developmental principle and practical design of the secondary vocational school teachers’ professional curriculum of the ability of clinical change framework,this framework including clinical change of cognitive ability,practice,ability to adapt,feedback,development such as the five first-level indicators,there are 14 secondary indicators,This capability framework can be used in the practice of curriculum “diagnosis and reform” ability development for teachers in secondary vocational schools.Finally,this thesis on the ability of clinical change secondary vocational teachers’ professional course existing weaknesses,based on their own professional teachers,put forward the curriculum action Suggestions on the development of the ability of clinical change,including stimulate endogenous power,enhance the vitality of development,improve practice capability and enhance development vigor and seek from five aspects,such as the external power for the secondary vocational school teachers’ professional ability of clinical course to reference,It can also be used as a reference for the professional teachers of other similar colleges to improve the ability of “diagnosis and reform” of courses.