Keywords
Teaching improvement
Finance and economics majors
ARCS motivation model
Submitted : 2022-09-26
Accepted : 2022-10-11
Published : 2022-10-26
Abstract
Under the requirements of curriculum education in the new era, the need to integrate professional courses in the Civic Education has become more urgent. In this paper, Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model from the perspective of students is used to explore the problems in the implementation of Civic Education in accounting courses from the perspective of students’ learning needs and motivation as well as the essential needs of Civic Education in the curriculum. We also propose countermeasures and suggestions to meet the requirements of teachers and colleges and universities, to help in building a “student-centered” teaching mode of curriculum thinking and government.
References
He Y, 2019, The Performance of Curriculum Thinking Political Ability of Professional Course Teachers in Higher Education and its Cultivation Path. Jiangsu Higher Education, 2019(11): 80-84. https://doi.org/10.13236/j.cnki.jshe.2019.11.014
Wang L, Li X, Liu YX, et al., 2021, Survey Analysis and Suggestions on the Current Situation of Teachers’ Awareness and Ability of Curriculum Thinking and Government in Higher Education. https://doi.org/10.3969/j.issn.1673-9760.2021.09.011
Mo F, 2010, Reflections on the Lack of Professional Course Teachers in Ideological and Political Education in Colleges and Universities. Journal of Zunyi Normal College, 12(04): 94-97.
Zhang H, Wang CS, 2021, Research on the Path of High-Quality Development of Financial Teaching Materials in Colleges and Universities Under the Perspective of Curriculum Thinking and Politics. China Publishing, 2021(9): 55-59. https://doi.org/10.3969/j.issn.1002-4166.2021.09.014
Chen L, Shen Y, Huang B, 2020, The Current Situation and Development Ideas of Curriculum Thinking and Politics Construction in Jiangsu Colleges and Universities: Analysis of Survey Data Based on 50 Colleges and Universities in Jiangsu Province. China University Teaching, 2020(12): 87-91. https://doi.org/10.3969/j.issn.1005-0450.2020.12.019
Tian H, Fu H, 2018, Curriculum Civics: The Practical Path of Integrating Ideological and Political Education into the Teaching of Professional Courses in Colleges and Universities. Future and Development, 42(04): 99-103.
Han X, 2021, The Development History, Basic Status Quo, And Practical Reflection of Curriculum Thinking. Chinese Higher Education, 2021(23): 19-22.
Cheng G, 2018, Three Points of Emphasis for Promoting the Teaching Reform of Curriculum Civics. Journal of Ideological Theory Education, 2018(09): 67-70. https://doi.org/10.16580/j.sxlljydk.2018.09.010
Liu X, 2018, Research on the Intrinsic Value and Practical Path of Curriculum Thinking Politics. Journal of Zhengzhou Institute of Light Industry (Social Science Edition), 19(06): 76-81.
Qiu W, 2017, The Value Implication and Generation Path of Curriculum Thinking and Government. Thought Theory Education, 2017(07): 10-14. https://doi.org/10.16075/j.cnki.cn31-1220/g4.2017.07.002
Wang X, 2019, A Preliminary Investigation on the Integration of Curriculum Thinking Politics into the Postgraduate Curriculum System. Graduate Education Research, 2019(04): 64-68+75.
Lu D, 2018, Some Core Problems and Solutions in the Implementation of Course Civics: A Discussion Based on Professional Course Civics. Ideological Theory Education, 2018(03): 64-69. https://doi.org/10.16075/j.cnki.cn31-1220/g4.2018.03.011
Wu Y, 2018, The Three Points of Emphasis of Promoting Curriculum Thinking Politics in Colleges and Universities. School Party Construction and Ideological Education, 2018(01): 67-69.
Liu J, Fan G, 2019, The Mechanism of Teacher-Student Interaction on Students’ Self-Reward and Satisfaction in the Context of the Reform of Curriculum Civics in Higher Education: An Empirical Analysis Based on Structural Equation Modeling. Modern Educational Management, 2019(5): 117-123. https://doi.org/10.3969/j.issn.1674-5485.2019.05.021
Li G, 2017, Curriculum Thinking and Politics Construction Must Firmly Grasp Five Key Links. Chinese Higher Education, 2017(Z3): 28-29.
Chen L, Shen Y, Huang B, 2020, The Current Situation and Development Ideas of Curriculum Thinking and Politics Construction in Jiangsu Colleges and Universities: Analysis of Survey Data Based on 50 Colleges and Universities in Jiangsu Province. China University Teaching, 2020(12): 87-91. https://doi.org/10.3969/j.issn.1005-0450.2020.12.019
Zhang H, Wang CS, 2021, Research on the Path of High-Quality Development of Financial Teaching Materials in Colleges and Universities under the Perspective of Curriculum Thinking and Politics. China Publishing, 2021(9): 55-59. https://doi.org/10.3969/j.issn.1002-4166.2021.09.014
Tang MM, Dong M, 2020, Problems and Countermeasures of the Construction of Curriculum Ideology in Colleges and Universities. School Party Construction and Ideological Education, 2020(22): 54-55, 70. https://doi.org/10.19865/j.cnki.xxdj.2020.22.018
Wang HW, Wang BCS, 2018, On the Core Meaning and Practical Path of Curriculum Thinking Politics in Colleges and Universities. School Party Construction and Ideological Education, 2018(14): 32-34.
Liu S, 2017, Theoretical Research on the Construction of Internet + Course Thinking and Government Model. China Higher Education, 2017(Z3): 15-17.