Research on the Integrated Curriculum System of "3+2" Collaborative Education for Higher Vocational Undergraduate Education: A Case Study of Accounting Major in Guangdong Province

DOI: https://doi.org/10.62517/jhve.202416112

Author(s)

Shuhua Liu*, Lisa Xie, Haijing Fang

Affiliation(s)

Lingnan Normal University, Zhanjiang, Guangdong 524048, China *Corresponding Author

Abstract

As one of the models for promoting the construction of the national vocational education system and exploring the long-term education system to cultivate high-end technical and skilled talents, the "3+2" collaborative education between vocational and undergraduate education has achieved some achievements and experience since its implementation. This article takes the "3+2" collaborative education project for higher vocational undergraduate accounting majors in Guangdong Province as the research object. It explores the problems in constructing the "3+2" integrated curriculum system for higher vocational undergraduate education from three aspects: talent training objectives, curriculum standards, and teacher team. Furthermore, it proposes feasible optimization suggestions such as accurately positioning talent training objectives, establishing an integrated curriculum system through curriculum standards, and strengthening teacher team construction.

Keywords

Higher Vocational Undergraduate "3+2"; Integrated Curriculum System; Curriculum Cohesion; Talent Training Objectives; Teaching Team

References

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