How to write the accounting report?

Answer 1

The following are some of the main points of teaching reflection on the preparation of accounting statements:

** I. Achievement of teaching objectives **

1. ** Knowledge Transfer **
- Review whether students have understood the basic concepts, structure, and principles of various accounting statements (such as balance sheets, profit statements, cash flow statements, etc.). For example, whether the student has mastered the relationship between assets, debts, and owner's equity in the balance sheet and the different methods of filling in the balance sheet according to the general ledger and subsidiary ledger; whether the student is clear about the principle of preparing the income statement according to the amount of profit and loss accounts; and how well the cash flow statement reflects the cash and cash equivalent flows according to the cash basis.
- Check the teaching results of special projects, such as the rules for the preparation of special projects such as delayed income tax assets and long-term amortized expenses in the balance sheet, and whether the students can use them accurately.
2. ** Skill Training **
- Consider whether the teaching has effectively cultivated the students 'practical ability to prepare accounting statements. For example, whether the student can independently complete the calculation and filling of complex items in the balance sheet, such as inventory items that need to be summarized and accurately filled after adjustment of the provision for valuation; In the preparation of the income statement, whether the amount of borrowing and lending of various income and expense items can be correctly reflected in the statement; For the cash flow statement, whether it can accurately distinguish the cash flow generated from operating, investment and fund-raising activities and prepare it.

3. ** Ability increase **
- Thinking about whether it would help improve students 'ability to analyze accounting statements. For example, whether the students could understand the internal relationship between the financial status, operating results, and cash flow of the enterprise through the preparation of statements, and whether they could discover the potential problems of the enterprise from the data of the statements, such as the business risks that might be implied by the mismatching of the profit in the income statement and the net cash flow in the cash flow statement.

** 2. The effectiveness of teaching methods **

1. ** Traditional teaching methods **
- If a classroom lecture is used, evaluate the advantages and disadvantages of this method in transmitting knowledge of accounting statement preparation. For example, when explaining the preparation of the balance sheet, a simple oral explanation might make some complicated project relationships (such as calculating and filling in the items according to the general ledger and subsidiary ledger balance analysis) difficult for the students to understand. Should more examples or charts be added to assist the teaching?
- To analyze the effectiveness of the exercises and assignments. Whether the homework could cover the key points and difficulties of various reports, whether it would help the students consolidate their knowledge, and whether the difficulty of the homework was too high or too low.
2. ** The application of modern teaching methods **
- If you use an online teaching platform (such as MOOCs), analyze its effects. For example, whether the online teaching resources were clear and concise enough to explain the process and key points of preparing accounting statements. Was there a problem like what the students had reported, where it was difficult to understand the knowledge points due to the lack of knowledge reserves, and it was difficult to ensure concentration? If so, how to improve it, such as whether to provide more previews or to segment online resources more reasonably.
- The usage of multi-media resources (such as videos and animations). For example, when explaining the concept of cash equivalent in the preparation of the cash flow statement or the income and expense carry-forward in the income statement, could the students better understand the dynamic process through animations or videos?

** 3. Student feedback and participation **

1. ** Class performance **
- Observe the students 'participation in the class and whether they actively ask and answer questions. For example, when explaining the balance sheet relationship, can students take the initiative to think about and raise questions about the impact of certain special businesses on the balance relationship? When analyzing the income statement project, can they participate in class discussions and share their views on the rationality of different corporate profit sources?
- This paper analyzed the students 'attention in class, whether there were some students who felt bored and distracted by the content of the accounting report preparation course, and how to improve the teaching method to improve the students' attention.
2. ** After-class feedback **
- Based on the feedback from the students after class, for example, whether there were students who reported that the content of some statements was difficult to understand, the preparation of the owner's equity change statement was more complicated, and how to adjust the teaching content or methods to meet the students 'learning needs.
- Pay attention to the students 'views on the teaching progress. Whether the teaching progress is too fast, causing some students to be unable to keep up, or whether the progress is too slow, affecting their enthusiasm for learning.

** 4. Teaching content settings **

1. ** Complete content **
- Check whether the teaching content covers all aspects of accounting statement preparation. For example, whether the preparation basis, format, and preparation of specific items of all major statements (balance sheet, profit statement, cash flow statement, and owner's equity change statement) were fully explained, and whether the preparation of notes to accounting statements was involved.
- Consider whether it is necessary to add some practical cases to the teaching content so that students can better understand the application of financial statements in the actual financial work of enterprises. For example, the special situation of financial statement preparation in construction enterprises was included to let students understand the differences in accounting statement preparation in different industries.
2. ** Difficulty of content **
- To assess the difficulty of the teaching content to suit the students 'learning level. If the content was too simple, it might not be able to satisfy students with higher learning needs, and if it was too difficult, it might cause most students to be afraid of difficulty. For example, when explaining the preparation of consolidated financial statements, it might be more difficult for second-year students. Should it be used as an extension or to adjust the depth of the explanation?

** 5. Use of Teaching Resources **

1. ** Teaching Materials Usage **
- This paper analyzed the adaptability of the selected teaching materials in the teaching of accounting statement preparation. Whether the cases in the teaching materials were old, whether they were consistent with the current accounting standards and the actual situation of the enterprise, and whether the arrangement of the teaching materials was helpful for students to learn the knowledge of preparing statements step by step.
2. ** Supporting Information **
- Assessment of the use of supplementary materials other than textbooks (e.g. practice problem sets, reference books, online resources, etc.). Whether it was necessary to recommend more reference books or online resources to students to help them deepen their understanding of the preparation of accounting statements, and whether the existing practice questions could comprehensively and effectively test the students 'learning achievements.

** 6. Modification measures and future prospects **

1. ** Modification measures **
- According to the above analysis, specific improvement measures were proposed. For example, if it was found that students had difficulty understanding online teaching resources, they could consider adding online tutoring courses or redesigning online resources. If the difficulty of the teaching content was not suitable, they could adjust the teaching outline, break down the difficult content, or add expanded content to meet the needs of students at different levels.
- Put forward specific plans to improve teaching methods, such as increasing classroom interaction and adopting group cooperative learning methods to increase student participation and learning effectiveness.
2. ** Future prospects **
- It also looks forward to the future direction of the course. For example, they could consider further integrating information technology, such as using accounting software to simulate the actual report preparation process, or strengthening cooperation with enterprises to allow students to have the opportunity to participate in the company's real accounting report preparation project internship.
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