Comparison of post-method and traditional teaching methods

First, the comparison of the teaching process

1, the teaching process under the traditional teaching method: review the content of the previous section of the original documents, in accordance with the order of accounting operations in the acquisition of the original documents should be based on the audit of the original documents to fill out the vouchers, so as to introduce a new lesson. Then according to the order of the textbook explains the concept of journal vouchers, journal vouchers of classification, journal vouchers and journal vouchers of the contents of the filling and audit, combined with the textbook examples to explain the filling of journal vouchers, by the students to complete the classroom assignments. Finally, the teacher will make a summary of the classroom assignments.

This teaching method, the entire teaching process reflects the teacher-centered, teacher teaching students to remember as the main form of the characteristics of the requirements of students focus on the mastery of theoretical knowledge, ignoring the strengthening of practical skills, the lack of interaction between the teacher and the students, the classroom atmosphere is dull.

2, the teaching process under the project teaching method: before the class requires students to study this section of the bookkeeping voucher, and the class will be divided into a number of groups. Teachers first roughly explain the method of filling vouchers, and then issued to the group information (the content of a number of economic operations), requiring members of the group to rotate to play different roles (cashier, accountant, etc.), *** with the completion of the content of the economic operations according to the filling vouchers task. Fill out vouchers in the process of problems can be discussed by members of the group to solve, but also to the teacher to ask questions to solve, or recorded and centralized by the teacher to answer. After the completion of the task of each group to turn in the bookkeeping vouchers, the teacher according to the vouchers submitted by the groups combined with the students' questions to explain the specification of the bookkeeping vouchers and should pay attention to the problem, and then the completion of the task of each group to make an evaluation (including the completion of the speed, completion of the quality of the learning attitude, etc.). Finally, the teacher will make a summary of the class and assign homework.

This teaching method, based on the project task, practice as the main line, ability as the core, the integration of knowledge learning, skills training as a whole, in the emphasis on the theoretical knowledge of the understanding of the premise, focusing on the requirements of students to master the practical skills. The teaching process gets rid of the teacher-centered constraints, teachers and students communicate equally and interact well. Combined with other teaching methods such as discussion method and role method, the classroom atmosphere is very active.

II. Comparison of Teaching Effect

Most of the students in modern secondary schools have a poor level of professional foundation, and there are different degrees and large differences between students. And many students are not interested in learning, and they are not demanding and strict enough. Therefore, under the traditional teaching method, since students spend most of their time just passively accepting the knowledge taught by the teacher, there is a lack of interaction between teachers and students, and few opportunities for hands-on exercises. Over time, students will feel that learning professional knowledge is very boring and strenuous, resulting in more and more on the course of study to lose interest, lack of motivation to learn. I observed in the actual teaching process, generally in the use of traditional teaching methods, about 20% of the students do not pay attention to notes, 20% of the students have a negative attitude towards learning, talking in class, not focusing, want to sleep, and about 5% of the students do not want to go to class, often late, absenteeism. Under the traditional teaching method, the teaching effect is usually tested by examination. From the examination, students are still able to master the theoretical knowledge (such as concepts, classification, etc.), but they are poor in mastering the operational knowledge with adaptive and applied content. After graduation students in the employment unit can not complete the independent operation of the task, can not adapt to the work unit on the demand for talent.

The project teaching method is to task as a carrier, each group of each student has a corresponding task, and teaching design for the implementation of the project tasks set up a work situation, role change. This not only makes each student in the completion of the project tasks have something to do, not to be thought unfocused, desertion, etc.. Moreover, in the role change to complete their own respective tasks, to take responsibility for their own completion of the task. This is closer to the reality of life, and can greatly increase students' interest in learning. In the process of project implementation, students can discuss with each other at any time, but also can ask the teacher, which not only increases the interaction between teachers and students, but also activates the classroom atmosphere, reduces the distance between teachers and students, and it is a way of teaching that many students are happy to accept. It has been observed that under the project teaching method, almost every student is busy in accomplishing his/her own task, happy to compete for the group's precedence, and quite motivated. Relevant knowledge points are explained by students' questions, teachers' summaries and other forms in the process of project implementation, which is easy for students to understand, memorize and master. Although, the results reflected in the examination under the two teaching methods are not similar, but the understanding and application of practical knowledge, the project teaching method is much better. And accept the project teaching students can basically independently complete the practical operation of the teaching project tasks, after graduation corresponding to the employment unit of the same work tasks can also be operated smoothly, by some employment units welcome.

Three, the implementation of the project teaching method of attention

From the above comparisons, the project teaching method has many advantages over the traditional teaching methods. However, the project method of teaching in the implementation of the process to have a certain target, not any subject any content can be implemented this teaching method. Therefore, in the implementation of the project teaching method should pay attention to the following issues:

1, the project teaching content selection. 1) project teaching content should be linked to life, can be a teaching theoretical knowledge and practical skills together, with a certain value of the application. 2) the difficulty of the project task should be moderate, the students to use the original knowledge and the use of the new knowledge and skills can be achieved after efforts. 3) the results of the project should be specific, and the students should be able to use the original knowledge and skills of the new knowledge and skills can be achieved. (3) Project results should have specific results to show, the end of learning teachers and students can **** the same evaluation of the results of the project work.

2. Requirements for Teachers. 1) Teachers should continue to study and improve their own business level. Teachers should be familiar with theoretical knowledge and vocational practice skills, teamwork ability and the ability to create learning and practice situations. 2) In the process of project implementation, teachers should correctly position their roles and strengthen the guiding role. In the project teaching method, although the students' hands to complete the task, but the teacher's correct guidance is still essential. Teachers' guidance behavior should be "timely", "appropriate", "appropriate", "appropriate", mainly to complete the "supervision", "Pointing" role in the teaching process as a consultant and coordinator, through behavioral guidance to stimulate students' learning enthusiasm, guide students to learn and operate independently, help students to complete the task in accordance with the established plan, so that students in the teaching process to experience the professional behavior, improve the overall ability.

3. Diversification of evaluation methods. The implementation of the project teaching method to change the traditional teaching method under a single test results to evaluate the evaluation of students, the use of diversified, multi-level three-dimensional evaluation methods. Such as the completion of the project task we can from the project results of good or bad, the students' learning attitude, the speed of completion of the project and other perspectives, divided into excellent, good, medium, qualified and so on multiple levels to evaluate. So that the students' respective characteristics can be fully realized, can have a certain sense of achievement in a certain area, so as to improve the students' interest in learning.