The Practice and Reflection on the Integration of Competition and Education in the Finance and Accounting Program of Vocational Undergraduate Education

Abstract

The deep penetration of digital technology is driving changes in the talent cultivation path of the vocational undergraduate finance and accounting program, and integrating vocational skills competitions with teaching is now an urgent problem to meet the demands of the industry. The three stages of the study are link logic, curriculum reconstruction and evaluation of results. The competition system and curriculum structure have many levels of nesting, and the transformation of competition task modules into teaching projects follows the logic of learning. Digitalisation will promote the joint development of competition and teaching content; modular organisation of the curriculum based on competition knowledge points will form teaching units with business logic as their main thread, penetration of competition scoring standards into classroom assessment will enable the realisation of indicators, and the hierarchical and progressive competition-training system will integrate competition training into the regular teaching organisation. Learning achievement is the result of cognitive changes induced by competition, and the spirit of competition constantly influences students' professional ability through near transfer and far transfer. Due to the different structures of competition logic and teaching logic, some unexpected problems have occurred that need to be solved by filtering content, normalising articulation and balancing evaluation.