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 drives the transformation of talent cultivation pathways in the vocational undergraduate finance and accounting program, and the integration of vocational skills competitions with teaching constitutes a core issue in responding to industry changes. The research analyzes from three dimensions: coupling logic, curriculum reconstruction, and reflection on effectiveness. The competition system and curriculum structure present multi-dimensional nesting, and the transformation of competition task modules into teaching projects follows the logic of learning. Digitalization promotes the collaborative evolution of competition and teaching content; the modular reorganization of the curriculum based on competition knowledge points forms teaching units with business logic as the main thread, the penetration of competition scoring standards into classroom assessment prompts the concretization of indicators, and the hierarchical and progressive competition-training system integrates competition training into regular teaching organization. Learning performance stems from cognitive changes induced by competition integration, and the competition orientation exerts a continuous impact on professional competence through near transfer and far transfer pathways. Unanticipated problems arise from structural differences between competition logic and teaching logic, and they need to be corrected through content filtering, articulation norms, and evaluation balance.