| With the rapid development of information technology,the society’s demand for technical talents is becoming more and more urgent,and the accounting industry is no exception.The learning investment greatly affects the quality of accounting talent training,and learning investment is an important means of evaluating the quality of education in the field of education.For this reason,this research attempts to improve the learning input of secondary vocational students through the investigation and analysis of the status quo of four-dimensional learning input of secondary vocational accounting major in Guangzhou and its influencing factors,and then provide theoretical guidance for secondary vocational schools and teachers to train outstanding accounting talents.Based on this,this article takes the Guangzhou secondary vocational accounting major as the research object,consults relevant literature,field investigations and interviews,analyzes the characteristics of secondary vocational accounting students,combs the relevant research on learning input at home and abroad,and redefines the secondary vocational The concept of accounting students and learning input divides the learning input structure into four dimensions of knowledge,affection,intention,and behavior;summarizes the relevant theoretical foundations,conducts empirical analysis on the influencing factors of learning input,and explores each influencing factor and learning A multiple regression analysis of the relevance of inputs and the relationship between the main influencing factors and the inputs of the four dimensions;finally,based on the results of the 253 questionnaires,the main conclusions and relevant suggestions were made.The main conclusions: 1.The learning investment of secondary vocational accounting is at a moderate level,in which the will investment is the highest,and the emotional investment is the lowest;2.There are differences in the individual characteristics of the students’ learning investment.In terms of gender,there are differences in the input and overall level of the four dimensions of "knowledge","feeling","meaning",and "action";there are significant differences in the input of "knowledge" and "action" among students of different grades.There is little difference in the input of "emotion" and "intention";interms of different identities,the average value of all dimensions of learning investment of secondary vocational accounting students who are school or class cadres is higher than that of non-school or class student cadres.Larger;in the location of the family,there is little difference in cognitive input,emotional input,will input,and behavioral input for accounting students in different home locations;in academic planning,the input of accounting students in academic planning in "emotional" There are significant differences,but there is not much difference in "knowledge","meaning" and "action" inputs.3.Based on the analysis of principal components,the factors at the level of students and teachers are the biggest factors that affect accounting professional four-dimensional learning.Among the influencing factors,individual characteristics have an important influence on the four-dimensional learning input,and individual characteristics have the highest explanatory power for the four-dimensional learning input.Based on the above research results,this article puts forward the following suggestions: Secondary vocational schools should carry out career planning education,give full play to students’ dominant position,and guide students to use correct teaching strategies;teachers should stimulate students’ interest in learning to increase investment in four-dimensional learning,pay attention to teaching design,and improve teaching Means: Secondary vocational schools strengthen home-school cooperation,optimize professional curriculum settings,encourage campus interpersonal interaction,improve infrastructure,and create a good effect environment. |
