Financial Education Reform

Education is the great plan of the country and the great plan of the party. Building a strong education country is the basic project for the great rejuvenation of the Chinese nation. Building a strong socialist modern country in the new era urgently needs high-level and high-quality education support. Among the thousands of colleges and universities in China, those with distinctive industry and professional features play a unique role in the process of economic and social development. We publish this edition, that is, focusing on the practical exploration of institutions with industry and professional characteristics in the process of education and teaching reform and talent cultivation practice, hoping to benefit the relevant institutions and the development of higher education in China.

Finance and economics majors belong to the category of liberal arts, and the transformation and upgrading of finance and economics majors according to the requirements of new liberal arts is an inherent requirement of the construction of new liberal arts. This is a new requirement for financial colleges and universities to reform the special talent cultivation mode.

The new requirements of the new liberal arts for the reform of finance and economics education

At present, the following problems are exposed in the rapid development of finance and economics majors: the core knowledge is still the western discourse system, the graduates can hardly adapt to the new requirements of digital finance and intelligent finance, there is a lack of international finance and economics talents to serve national strategies, and the national contribution of social services is not high. Thus, the new liberal arts have put forward urgent requirements for the upgrading of finance and economics majors and the cultivation of new finance and economics talents.

1. Further requirements for a national strategy of talent cultivation. The new liberal arts are still liberal arts after all, and liberal arts contain value judgment. Financial professionals often face more temptations of economic interests and moral dilemmas, so the education of "three views" and value guides for financial students is especially important. While taking care of individual values and social values, we should pay more attention to national values. At present, large domestic enterprises and institutions have a high degree of dependence on international accounting (audit) firms, especially those listed overseas and with international business. In other words, as the second largest economy in the world, China does not have professional and localized financial service institutions to match, which leaves a security risk to the healthy and sustainable development of the national economy. Behind this is the dilemma of the development of finance and economics majors, which has not cultivated a group of outstanding financial talents with strategic vision.

2. Further promote the transformation of information technology in teaching and learning. The "new" of the new liberal arts is reflected in the response to the changes of new background and new environment, and the integration of information technology is the proper meaning of the construction of new liberal arts. The Internet, data technology, and other new technologies have changed the way of work, work content, and work form in the field of finance and economics, and the digitization and intelligence of finance and economics have become a common business mode. This has put forward urgent requirements for the reorientation of finance and economics majors, the content of teaching and learning, the means of teaching and learning, the way of teaching and learning, and other aspects of informatization and intelligent transformation.

3. Further correcting the westernization of business education. At present, western countries also have the academic discourse of business education and carry out a large amount of international business education export. Compared with other liberal arts majors, the internationalization of China's finance and economics majors has made great progress, including the introduction of international vocational (executive) education, English courses, original textbooks, and the holding of Sino-foreign cooperative schooling programs, etc. However, internationalization crosses national boundaries. However, internationalization is an interaction and exchange across national borders. From this perspective, the course of internationalization of China's finance and economics majors is not yet internationalized schooling in the strict sense. Both the dazzling internationalization projects of finance and economics majors in our universities and the large number of students seeking business education abroad are one-way learning, that is, learning from the West.

The realization path of financial education reform

1. Build a three-dimensional Civic Education System. One is to revitalize professional thinking and politics. The first two are visualized, and "into the mind" is unseen, but it is the target orientation of the first two, how to go from "into the textbook, into the classroom, into the mind"? How do go from "into the textbook, into the classroom" to "into the mind", we should abide by the law of Civic Education, focus on the quality requirements of financial talents such as "integrity, discipline, and responsibility", pay attention to the effectiveness, and adopt more experiential and seminar teaching. Secondly, it should be integrated into the Civic and Political Science curriculum. Both the basic and specialized courses of finance and economics, and even the elective courses are mainly dominated by western academic concepts, academic discourse, and academic masters, which are academic achievements based on western experience and practice and cannot show self-explanatory academic power for the great achievements made by China's reform and opening-up, and it is especially important to establish the framework of socialist finance and economics theory with Chinese characteristics, to It is particularly important to establish a framework of socialist financial theory with Chinese characteristics to effectively integrate the content of the Civic and Political Science course in the teaching of finance and economics. In this context, Nanjing Audit University organized the compilation and publication of audit series to explore the establishment of an audit theory system with Chinese characteristics. The third is to coordinate extracurricular thinking and politics. Extracurricular Civic Education can focus on the theme of "finance and economics", and carry out party and group activities, social practice, club activities, volunteer activities, labor education, etc., to give full play to the advantages of informal Civic Education, so that Civic Education can penetrate inside and outside the classroom.

2. Promote the transformation of informationization of finance and economics majors. First, the transformation of the profession. One type is the information transformation of "cold profession". The network economy has been booming and needs a large number of professional talents who know how to operate network businebusinessesitional majors such as e-commerce, marketing, economics, and trade can be integrated to explore the construction of new majors such as network business operations. There is also a category of "popular professional" information transformation. Based on the existing advantageous disciplines, Nanjing Audit University has promoted the grafting of information technology and brand majors, and set up three professional directions, such as big data audit, intelligent accounting, and financial technology, to meet the new needs of industry development. Secondly, the curriculum is adjusted. First, the public courses are revamped to increase the basic knowledge and skills of modern information technology that students should generally master. This involves the transformation of traditional computer classes, to integrate the knowledge of big data, artificial intelligence, cloud computing, etc. into traditional computer courses, or to add an introduction course of related courses for popular education of information technology knowledge. Second, the transformation of professional courses to integrate the modern information technology knowledge and skills required for professional training. The design of professional courses should clarify the specific requirements of the major for modern information technology based on the public information technology curriculum, and it should be clear through which type of courses among language, platform, and data classes. Third, new elective courses on the frontier of information technology to meet the knowledge and skills needed for the personalized development of some students. Third, teaching reform. Teaching hours are limited, while the knowledge content keeps increasing. A combination of offline teaching and online teaching can be adopted. For a certain course, knowledge-based learning can be realized through existing online open classes, while offline classes should put more emphasis on the value of seminars and innovation. Two to four classes can be used for guidance, answering questions, and solving problems, three to four classes for case studies, and three to four classes for introducing the frontiers of academic research.

3. Return to the logic of international education. We strive to establish the logic of internationalization of "taking over - rebuilding - going out". What we "bring over" is knowledge and skills, the common method of talent cultivation and the method of knowledge innovation, not values or a set of theoretical systems to explain Chinese problems and propose Chinese countermeasures. The purpose of "bringing in" is to learn from, integrate, and transcend, but also to "reconstruct" theoretical systems and work standards based on local problems, and to verify the "brought-in" theories with Chinese practice, not the other way around. The purpose is to learn from, integrate, and transcend local issues, to "reconstruct" theoretical systems and work standards based on local issues, and to use Chinese practice to validate the theories "brought over", not the other way around. Only under this premise can we effectively "go out" and "go out" financial talents can have a conscious awareness of the motherland, master international financial rules, serve national strategies and contribute Chinese wisdom and Chinese solutions. Since 2008, hundreds of alumni and teachers of Nanjing Audit University have gone abroad to participate in the United Nations audit and serve the national audit diplomacy.

4. Enhance the national contribution of finance and economics majors. First, strengthen policy leadership. The finance and economics majors selected as "double first-class" should play a leading role, emphasizing the awareness, ability, path, and results of professional construction rooted in China and focusing on local services. Second, adjust the goal of talent training. The finance and economics majors of different types of universities should have different missions and focus on cultivating students with different orientations. The finance and economics majors selected as first-class universities and those selected as "first-class disciplines" should position their talent cultivation goals higher and cultivate high-level finance and economics talents who can serve the national "Belt and Road" initiative. Third, optimize the evaluation index. Finance and economics majors often take the number of students joining international "Big Four" accounting firms, the number of international academic papers published by teachers and students, teachers' overseas education experience, the number of all-English courses, students' overseas study experience, etc. as important indicators for professional quality assessment, while relatively neglecting teachers' horizontal service, teachers' posting exercise, students' internship practice, labor education, etc. The number of international academic papers published by faculty members and students, overseas education experience of faculty members, number of English courses, overseas study experience of students, etc. is important indicators of professional quality assessment.