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Based on the BOPPPS Teaching Method in the Instructional Design of the Fundamental Accounting Course

Author(s)

Baohua Gu

Affiliation(s)

School of Economics and Management, Liaoning University of Technology, Jinzhou, Liaoning, China

Abstract

Fundamental Accounting, as a core introductory course for economics and management majors such as accounting and financial management, possesses both theoretical and practical dimensions. It serves as a crucial cornerstone for students to build their accounting knowledge system and master basic accounting skills. Traditional teaching of Fundamental Accounting predominantly relies on lecture-based instruction, leading to problems such as insufficient classroom interaction, low student engagement, and a disconnect between theory and practice, which fails to meet the demands for cultivating application-oriented accounting talents in the new era. The BOPPPS teaching method, a modular instructional model that is student-centered and emphasizes closed-loop teaching, systematizes and streamlines the teaching process through six stages: Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary. This paper, by integrating the characteristics of the Fundamental Accounting course, deeply analyzes the application value of the BOPPPS teaching method, constructs an instructional design scheme suitable for the course, and validates its application effects through teaching practice. The aim is to optimize the classroom teaching model of Fundamental Accounting, enhance teaching quality, cultivate students' accounting professionalism and practical operational abilities, and provide a reference for the teaching reform of fundamental accounting courses for economics and management majors in higher education institutions.

Keywords

BOPPPS Teaching Method; Fundamental Accounting; Instructional Design; Teaching Reform; Application-Oriented Talents

References

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