3 Simulated Practice in Accounting: How to Know

How to 3 Implement Simulated Practice in Accounting Image
How to 3 Implement Simulated Practice in Accounting;

Accounting professional simulated practice is one of the key channels to enhance the accounting application aptitude and comprehensive practice aptitude of higher vocational students which is widely acknowledged by all walks of life.

How to 3 Implement Simulated Practice in Accounting

Accounting is a management subject that requires high application aptitude and practical aptitude of the students. It needs to focus on the cultivation of high-quality compound aptitude.

Faced with the complex and ever-evolving economic development scenario, higher vocational colleges need to rethink their teaching ideas, offer students professional simulated internship positions, and further improve the practical aptitude and professionalism of the students.

However, in the context of the new era students majoring in Accounting in higher vocational colleges usually pay little attention to the professional simulation practice, practice courses are dull and practice training is inadequate.

Higher vocational colleges need to strengthen effective research on the accounting majors, innovate specific content of the simulated internship positions and improve the quality of students’ internships.

Under the background of the new era, higher vocational education is an important part of the modern education system, and its purpose is to focus on cultivating a group of technical and application-oriented craftsmen. For accounting majors in higher vocational colleges, it is necessary to cultivate a group of production-oriented and service-oriented talents through practical activities and technical means based on cultural theory courses.

Facing the era of big data, higher vocational colleges are also facing new challenges and opportunities, so it is imperative to strengthen students’ production practices and social practices. Higher vocational colleges should reasonably carry out simulated practice activities, strengthen school-enterprise cooperation, help students apply theory to reality through practical exercises, and improve accounting application ability in practical jobs.

The important role of accounting simulation practice

In the new era, various employment pressures in different industries are high, and the economic development situation is becoming increasingly severe. Higher vocational colleges must carry out simulation training for accounting majors.

(1) Guarantee the overall teaching effectiveness of accounting majors

In the process of practical teaching in higher vocational colleges, through several years of basic theoretical study, students have a relatively solid grasp of theoretical knowledge. However, if there is a lack of practical opportunities, it will seriously affect the performance of students in future jobs.

For this reason, carrying out accounting simulation training can create a better practical atmosphere, create good opportunities for students to enhance the application of theory, help students transform abstract theories into practical training, and further help students acquire the overall knowledge of accounting work. process.

At the same time, practical training can also help vocational colleges to cultivate more outstanding talents. Professional simulated practical training, can promote the effective integration of theory and practice, further consolidate students’ mastery of accounting theoretical knowledge, and ensure the actual teaching effect of accounting majors.

(2) It is conducive to enhancing the student’s sense of achievement in learning

With the help of simulated internships for accounting majors, students can change their passive learning methods in the process of practice and give full play to their subjective initiative to understand the specific requirements of internship positions.

Students can complete the filling of original vouchers to accounting vouchers, register some internal account books, accurately fill in lists, analyze reports, etc., strengthen the practical training of the entire process of accounting work, and help students gain a sense of accomplishment in their studies.

At the same time, simulated practice can mobilize students’ enthusiasm for accounting learning, make students more enthusiastic about accounting jobs, and can also stimulate students’ learning motivation in the process of completing tasks.

(3) It is conducive to the cultivation of accounting application-oriented professionals

With the continuous transformation and upgrading of the economy and society, the competition in the market economy is intensifying day by day, and the overall environment of the accounting industry is constantly changing, so the practical requirements for accountants are relatively high.

After entering the working position, higher vocational students should not only master the various abilities of accounting, bookkeeping, accounting, and accounting statements but also can analyze the long-term development of accounting and the ability to judge economic trends.

Therefore, through professional accounting simulation training, it is beneficial to cultivate students’ professional ethics, enhance professional operation ability, enable students to better deal with specific problems in practical positions, and improve students’ accounting analysis ability and information judgment ability.

Problems Existing in the Simulation Practice of Accounting Majors in Higher Vocational Colleges

As we all know, accounting itself has certain practical value and technical value. If you want to scientifically master the basic theory of accounting and make some achievements in future practical work, you should carry out practical exercises in advance. However, under the current accounting teaching environment, limited by various factors, there are many difficulties in the process of carrying out internships in accounting positions outside the school, and at the same time, the expected internship effect cannot be achieved. The specific problems are as follows:

(1) There are certain problems at the policy and local government levels

The lack of laws on education construction in higher vocational colleges hinders school-enterprise cooperation. At this stage, some supportive policies issued by our country to higher vocational colleges are mostly expressed in the basic form of opinions and norms, and most of the proposals put forward are initiative-type proposals, not strictly complied with laws and regulations.

Therefore, for some higher vocational colleges to carry out educational and teaching activities, although the authority is strong, the legal system is not effective, which affects the smooth development of some simulation practices. Considering that the relevant laws in my country’s school-enterprise cooperation are still in a blank state, it is impossible to use specific laws as a basis in the simulation practice process.

At the same time, due to the imperfect local regulations and supervision mechanism of simulated practice, the operability of simulated practice in some higher vocational colleges is relatively low. At the legal level of internships, there is a lack of certain illegal cost regulations and strong legal constraints, which has led to some companies often operating in violation of regulations and violating internship agreements.

(2) There are problems in accounting teaching in higher vocational colleges, which affect the cultivation of students’ professional quality

First, there are limitations in the training of accounting majors, which are decoupled from actual job requirements. At present, the training of accounting professionals in higher vocational colleges should take employment as the guideline. However, in the training process of accounting talents in some higher vocational colleges, there is often a mismatch between basic courses and internship positions, ignoring the problems of career orientation and the characteristics of the accounting industry.

To a certain extent, it affects the role and effect of accounting simulation practice. In the accounting teaching of some higher vocational colleges, the theoretical courses of subject knowledge are used as the basic course system, paying too much attention to theoretical teaching and ignoring reality. Therefore, although the trained accounting students have solid theoretical grades, it is difficult to achieve good grades in the simulated practice. Second, the guiding role of intern teachers in higher vocational colleges is limited.

The practical instructors provided by some higher vocational colleges lack the guidance of students’ practical ability, management of life, and guidance of students’ thinking. Due to the lack of practical ability of some accounting teachers themselves, and the low proportion of internship instructors from enterprises, they cannot meet the specific needs of simulated internship students. The number of teachers in some higher vocational colleges is limited. Considering the cost of practice, the instructors in the simulated practice are mostly full-time teachers or counselors.

Some external internship instructors teach a large number of students and have heavy classroom tasks. Therefore, there are certain limitations in working hours, resulting in low enthusiasm for teaching. They can only use remote guidance and online guidance, etc. Students play a real guiding role.

(3) The setting of accounting training projects is unreasonable and cannot broaden students’ accounting horizons

First, the content of accounting training is relatively single, and the content carried out within the competence of higher vocational colleges usually only includes the economic business of some enterprises, ignoring the economic exchanges with other enterprises and other fields. For example, the real estate development, administrative and institutional business, financial insurance business, catering, hotel, and tourism businesses involved in the accounting industry.

At the same time, the accounting professional courses carried out by higher vocational colleges often lack management accounting, financial knowledge, banking knowledge, auditing knowledge, financial management, taxation training courses, etc., which is not conducive to the cultivation of students’ practical application ability and practical knowledge expansion, resulting in The limited performance ability of students in the simulation practice process hinders the extension of students’ professional quality.

Second, the simulated internship project for accounting majors is cumbersome and the time arrangement is unreasonable. In some simulated internships for accounting majors, the individual students complete the one-month business volume of a manufacturing company and need to complete important tasks in multiple positions in the company, including warehouse management positions, sales positions, accounting positions, and cashier positions. The student internship time is generally one month. This kind of practice mode makes students feel at a loss, and lack thinking, and the effect of practice is not satisfactory.

Third, the simulation practice of accounting majors focuses on accounting training, ignoring accounting supervision and auditing. At this stage, the accounting simulation practice carried out by higher vocational colleges mainly revolves around students being able to complete the entire accounting business operation process, including recording vouchers-making account books-applying statements.

First of all, prepare the accounting vouchers according to the original accounting vouchers of the enterprise, then register the account books according to the specific content of the accounting vouchers, and finally prepare the corresponding accounting statements. After the students get the internship task, they use the various materials in the internship as a guide to preparing accounting vouchers according to the requirements of the internship, ignoring the key process of auditing and supervising the accounting business.

The reason is that some higher vocational colleges lacked consideration in the process of preparing internship materials, and did not give some illegal and unfounded original certificates to students for operation, which led students to downplay the importance of review work. As everyone knows, this kind of simulated internship did not play a real role.

Effective strategies in the simulated practice teaching of accounting majors in higher vocational colleges

(1) Improve the basic teaching materials for simulation training of accounting majors

With the continuous reform of the economic system, major enterprises continue to diversify and conglomerate in the process of development. If only enterprises are used as the object of accounting simulation training, they will not be able to fully meet the future development needs of accounting students.

Therefore, higher vocational colleges should hire a team of experienced practical application teachers, vigorously conduct research, comprehensively collect relevant information on the accounting profession and the economic development of enterprises, and understand the current job market for different talents and the positions of accounting talents in different companies. demand.

At the same time, colleges and universities should hire experienced accounting practitioners and write simulation training materials. In addition to a basic accounting business, it should also include accounting in real estate, logistics, commerce, catering services, transportation and tourism, and other industries. Practical learning ensures that students can get in touch with accounting businesses in other industries and fields to the greatest extent.

Through practical training, it helps students systematically strengthen their accounting practice and meet employment needs at different levels in various fields. With the improvement of accounting standards and financial laws, the latest financial and accounting laws should also be followed in the process of compiling accounting simulation training materials.

(2) Divide the levels of accounting simulation training content

The socialist market economic system determines the requirements of enterprises and institutions for accounting talents. If you only master financial knowledge, you will not be able to handle other accounting-related business within the unit. Therefore, to meet the specific needs of various units for accounting talents, in the implementation of accounting simulation training, we should base ourselves on the training content, establish long-term accounting training goals, update accounting concepts, and design new ideas for accounting development.

Accounting simulation should not only guide students to master basic accounting skills, but also add other businesses of the unit to cultivate students’ ability to use funds, operate funds, and make money. Vocational colleges can design some financial training, such as how to control corporate funds, how to use limited funds to purchase more materials, and how to handle travel reimbursement and other businesses.

To strengthen students’ review of the authenticity and legitimacy of original vouchers, higher vocational colleges can design some simulation training courses in accounting analysis, accounting inspection, and accounting to improve students’ professional skills and comprehensive quality.

(3) Improve the integration of manual simulation training and computerized training

To effectively improve the decoupling of manual simulation training and accounting computerized training in higher vocational colleges at the present stage, and enhance students’ understanding of manual accounting positions and computerized positions, teachers should promote manual simulation and computerized accounting positions during accounting simulation training. The fusion of accounting computerized simulation.

In the process of practical teaching, the traditional manual simulation training in the past, including filling in accounting vouchers, registering account books, and other operations, can be transferred to accounting computerization to enter data, strengthen the processing of accounting accounts, prepare accounting statements, and rationally analyze Training in accounting procedures, etc. Teachers should strengthen guidance to ensure that students can share resources between manual simulation and computerized simulation training to ensure the complementarity of materials.

In addition, in the process of integrating manual simulation training and computerized simulation training, students can also analyze different simulation processes, improve students practical training ability, and ensure that work efficiency can be improved in future positions. After many operations, students can not only be proficient in manual business but also be able to flexibly use the computerized accounting software system to become comprehensive practical training talents.

To ensure the effect of accounting simulation training, higher vocational colleges should create a multi-functional accounting simulation training room so that students can get practical training in a simulated financial work environment.

First of all, when creating a simulation laboratory, institutions such as financial and accounting offices and banks should be built, and the laboratory is divided into various departments and business processing centers according to different accounting functions, including credit purchase business, simulation training between enterprises and banks, etc., to create a good simulated working environment for students, and help them experience the specific business process in future jobs in advance.

Secondly, increase the functions of each training position. During the construction of the accounting simulation training room, various assessment methods should also be set up to enhance the awareness of accounting professional ethics, clarify the specific responsibilities of different positions and the operating procedures of each position, etc., to help students truly understand the accounting simulation training In the actual operation situation, strengthen the exercise.


Talent is the intellectual underpinning for the progress of times. Accounting talent cultivation in HVCCs is more concerned with the future economic growth of society. HVCCs should provide a first-class learning environment for the students and nurture professional technical talent. Simulation practice for accounting majors is an essential practical teaching activity. It broadens the scope of accounting students, understand the particular requirements of real positions, and improves their practical application skills. Simulated practice can also improve school and enterprise cooperation and help in developing later teaching.

HVCCs should be aware of the various challenges in simulated practice for accounting majors at the present stage, create and improve legislation related to HVCCs, fully focus on the role of local government, innovate the training mode of HVCCs for higher vocational accounting talent, and further develop the accounting profession in the long term.

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How to 3 Implement Simulated Practice in Accounting; Photo by Towfiqu Barbhuiya.
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