![International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Reference Paper ID – IJTSRD21428 | Volume – 3 | Issue – 2 | Jan-Feb 2019 Page: 498
teaching and practice teaching. Thus, can make students
think actively, stimulate students' interest in learning, so as
to effectively improve the students' learning efficiency,
cultivate students' innovation ability. This method can also
improve the teachers' professional quality and scientific
research ability, as an effective teaching method,it canmake
teachers teach according to students’ aptitude,thenwillplay
a positive role in the teaching of cost accounting.
Change of the teaching content
Unlike the traditional cost accounting teaching method, we
plan to teach the basic theoretical knowledge of the various
chapters in detail. After that, through a combination of
different types of enterprises and accounting practice work,
we design the corresponding business according to the
different modules of cost accounting, which includes:
1. Practical business designation of cost collection and
allocation
2. Practical business designation of different product cost
calculation method
3. Practical business designation of cost budget
4. Practical business designation of cost control
Through the above designation, every cost accountingmajor
knowledge modules have practical business operations as
the supplement of theoretical knowledge. Finally,wechoose
the typical industry to design a comprehensive business, let
the student participate in selecting the specific cost
accounting method, induce the students to understand the
whole application of the course in different enterprises and
have a clear grasp of the full cost accounting work. IN this
condition, all business practice has a clear clue which
combine pictures and excellent essay with the reality of
enterprises, let the students easily understand the work,
improving the students' interest, then help the students to
connect theoretical knowledge with reality.
Further enrich the teaching means
In the teaching, we will make fulluseof multimediateaching
means, mobilize other factors, such as images, text, create a
specific work scene, let the students easily understand the
true cost accounting of enterprise operation. We simulate
the whole process of enterprise business, integrating
segments of cost accounting, letthestudents tocombinecost
accounting theory system in with the real work. Teachers
will make process inspection throughout the teaching
process, timely grasping comprehensive effect of the
students’ understanding, recording the students'
information feedback in detail, summing up experience and
the insufficiency in time, inducing the students to have
continuous improvement, promoting curriculum reform to
receive good results.
RESULT
Cost accounting is a course with stronger practical
applications, in the teaching, we found that the students feel
the pure theoretical knowledge is more obscure and
abstract, they found it difficult to connect the content study
in the classroom with practical work in enterprise , which
make the learning effect unsatisfied.Practical and scenario
method can simulate the specific productionpractice,letthe
students link theory with practice, then we can get good
teaching result.
REFERENCES
[1] Xiu-zhen Guo.Pathselection of costaccountingteaching
reform[J].Friends of Accounting,2009(1):60-61
[2] Xiaoyan Tao.Discussion of cost accounting teaching
method reform[J].Modern Business Trade
Industry,2014(12):147-148
[3] Yunping Ma.Thinking of cost accounting teaching
reform [J]. Foreign Economic Relations &
Trade,2012(5):156-158](https://image.slidesharecdn.com/101researchofpracticalandscenariomethodintheteachingofcostaccounting-190518071602/85/Research-of-Practical-and-Scenario-Method-in-the-Teaching-of-Cost-Accounting-2-320.jpg)
Research of Practical and Scenario Method in the Teaching of Cost Accounting
- 1. International Journal of Trend in Scientific Research and Development (IJTSRD) Volume: 3 | Issue: 2 | Jan-Feb 2019 Available Online: www.ijtsrd.com e-ISSN: 2456 - 6470 @ IJTSRD | Unique Reference Paper ID – IJTSRD21428 | Volume – 3 | Issue – 2 | Jan-Feb 2019 Page: 497 Research of Practical and Scenario Method in the Teaching of Cost Accounting Wang Meiying, Li Deheng Beijing Wuzi University, Beijing, China ABSTRACT Traditional cost accounting teaching is lack of practiceteaching,students'theoreticalstudyisseparated frompractice, practical and scenario teaching method is the combination of practice and students’ interest in an organic whole, which solve the students’ passively accept knowledge in the process of learning, and build a bridge between the theory and practice,thushave good teaching application value. KEYWORDS: practical and scenario; combination of practice and students’ interest Academic Discipline and Sub-Disciplines Education INTRODUCTION Cost accounting is the accounting professional students' major course, which is more difficult. Cost accounting is the important content and core of accounting work , cost accounting work in enterprise is complex , although the students have studied fundamentals of financial accounting, they find it is relatively difficult to grasp the cost accounting, as a result, the cost accounting of teaching reform is important in accounting course reform.With thedeepening of the idea of budget management, cost control , the cost accounting become more popular. Hospitals, banks and administrative institutions are beginning to pay more attention to cost management and cost accounting. To strengthen the teaching reform of cost accounting, let the students master the theory and methods of cost accounting, flexibly use it in the actual business is of great importance. DEFECTS OF THE TRADITIONAL COST ACCOUNTING TEACHING METHODS AND INTRODUCTION OF PRACTICAL AND SCENARIO TEACHING METHOD Traditional cost accounting teaching take teachers as center of teaching, lack of practice. The main contents of cost accounting include the introduction of general procedure of cost accounting, the collection and distribution of the production cost, product cost calculation methods (such as Category costing method, Batch method, Gradually carry forward the process, Parallel carry forward the process and under each method there are different classification), cost budget and control. Each module has so many methods suitable for different enterprises, which show the students segments of the cost accounting, students havedifficulties to understand, and the traditional passive absorption way make the students cannot combine different manufacturing environment and the needs of the enterprise management with proper accounting calculating methods. Students have difficulty to choose the corresponding cost calculation method according to production characteristics and management needs of different enterprises after they complete the accounting courses. Thusdonotconformtothe characteristics of strong applicability of cost accountingand violates the goal for fostering applied accounting talents. The existing cost accounting teaching is lack of practical teaching content, theory and application being separated from each other become a consensus (Xiu-zhen Guo, 2009; Xiaoyan Tao, 2014).Scholars have proposed that teachers should actively explore the scenario teaching method which integrate "teaching, learning and doing" together , the designation of rich and colorful teaching content can let the students actively take part in, thus fundamentally avoid the disadvantages of dictatorial rule brought by the teachers (Yunping Ma , 2012).Combined with the existing research, this paper puts forward the Practical and Scenario Method which combine the practical teaching and Scenario teaching ,make the practice and students interested in an organic whole, then cultivate students' ability of independent thinking, analysis and solve problems, solve the students’ passively acception of knowledge in learning and shortage of power , and at the same time ,can solve the problem of the separation of theory and practice ,thus has perfect teaching application value. Practical and Scenario Method can letstudentsparticipate in the teaching and let the theoretical knowledge combinewith practice, through business simulations in different industries, teachers can let the students experience the real work in companies, integrating specific accountingmethods in the enterprises of different characteristics. By making the students think by themselves, they can find awaytodesign a scheme to solve practical problems, and then have clear understanding of the use of cost accounting method. They can learn to combine accounting theory knowledge with professional skills to solve the problem of students' perceptual knowledge, deepen the understanding and mastering of knowledge framework for cost accounting as a whole. CHANGES OF THE PRACTICAL AND SCENARIOTEACHING METHOD IN COST ACCOUNTING TEACHING Change of teaching ideas Practical and scenario teaching method takes theory as guidance, and bases on practice, through making the integration of teaching case with the actual simulationscene of the enterprise as application strategy. By making Teacher lecturing interact with personal practice, this teaching ways gratefully solve the problem of the combination of theory
- 2. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Reference Paper ID – IJTSRD21428 | Volume – 3 | Issue – 2 | Jan-Feb 2019 Page: 498 teaching and practice teaching. Thus, can make students think actively, stimulate students' interest in learning, so as to effectively improve the students' learning efficiency, cultivate students' innovation ability. This method can also improve the teachers' professional quality and scientific research ability, as an effective teaching method,it canmake teachers teach according to students’ aptitude,thenwillplay a positive role in the teaching of cost accounting. Change of the teaching content Unlike the traditional cost accounting teaching method, we plan to teach the basic theoretical knowledge of the various chapters in detail. After that, through a combination of different types of enterprises and accounting practice work, we design the corresponding business according to the different modules of cost accounting, which includes: 1. Practical business designation of cost collection and allocation 2. Practical business designation of different product cost calculation method 3. Practical business designation of cost budget 4. Practical business designation of cost control Through the above designation, every cost accountingmajor knowledge modules have practical business operations as the supplement of theoretical knowledge. Finally,wechoose the typical industry to design a comprehensive business, let the student participate in selecting the specific cost accounting method, induce the students to understand the whole application of the course in different enterprises and have a clear grasp of the full cost accounting work. IN this condition, all business practice has a clear clue which combine pictures and excellent essay with the reality of enterprises, let the students easily understand the work, improving the students' interest, then help the students to connect theoretical knowledge with reality. Further enrich the teaching means In the teaching, we will make fulluseof multimediateaching means, mobilize other factors, such as images, text, create a specific work scene, let the students easily understand the true cost accounting of enterprise operation. We simulate the whole process of enterprise business, integrating segments of cost accounting, letthestudents tocombinecost accounting theory system in with the real work. Teachers will make process inspection throughout the teaching process, timely grasping comprehensive effect of the students’ understanding, recording the students' information feedback in detail, summing up experience and the insufficiency in time, inducing the students to have continuous improvement, promoting curriculum reform to receive good results. RESULT Cost accounting is a course with stronger practical applications, in the teaching, we found that the students feel the pure theoretical knowledge is more obscure and abstract, they found it difficult to connect the content study in the classroom with practical work in enterprise , which make the learning effect unsatisfied.Practical and scenario method can simulate the specific productionpractice,letthe students link theory with practice, then we can get good teaching result. REFERENCES [1] Xiu-zhen Guo.Pathselection of costaccountingteaching reform[J].Friends of Accounting,2009(1):60-61 [2] Xiaoyan Tao.Discussion of cost accounting teaching method reform[J].Modern Business Trade Industry,2014(12):147-148 [3] Yunping Ma.Thinking of cost accounting teaching reform [J]. Foreign Economic Relations & Trade,2012(5):156-158