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你是否认为会计教育枯燥乏味？如果是，那你一定没见过商业案例学习竞赛！本文为你揭开这场创新学习盛宴的面纱：通过模拟真实商业场景和游戏化的竞赛模式，学生们不仅能学到实际的会计知识，还能在激烈的竞争中提升批判性思维、团队合作和决策能力。这种充满互动与挑战的学习方式，打破了传统教学的枯燥，让学生在乐趣中成长，为未来的职场做好充足准备。阅读全文，了解更多如何通过这种新颖的教学方法激发学生潜力！
如何进行快乐会计教育并提高学生的就业能力
忘掉枯燥的讲座吧。会计案例学习游戏将理论与实践相结合，帮助学生应对现实世界中的商业挑战。
会计。光是听到这个词，学生们可能就会打哈欠，但学习这门学科并不一定是乏味无趣的。
In an increasingly dynamic and evolvingbusiness world, conventional teaching approaches in higher education are ofteninadequate in equipping students with the diverse competencies and skillsneeded to tackle real-world business demands.
在日益变化和发展的商业世界中，高等教育中的传统教学方法往往无法让学生掌握应对现实商业挑战所需的多种能力和技能。
The Principles for Responsible ManagementEducation or i5PRME principles provide a framework for enhancing educationthrough meaningful, joyful, interactive, engaging, and iterative learningexperiences.
负责任管理教育原则（i5PRME） 提供了一个框架，通过有意义、愉悦、互动、引人入胜和迭代的学习体验来提升教育质量。
The business case study game is a pioneeringapplication of these principles, turning accounting education into an engagingand competitive experience.
商业案例学习游戏是这些原则的创新应用，将会计教育转变为一种有趣且富有竞争力的体验。
By simulating real-world business scenarios,the game equips students with practical skills and prepares them for thechallenges of the modern workplace.
通过模拟真实的商业场景，该游戏帮助学生掌握实际技能，并为现代职场的挑战做好准备。
Producing employable students
培养具备就业竞争力的学生
Students are engaged in a series of real-worldscenarios to apply accounting principles, analyse data, and make financialdecisions.
学生将在一系列真实商业场景中应用会计原理，分析数据，并做出财务决策。
This approach provides a platform that not onlybrings accounting to life but also makes it relevant and practical.
这种方法不仅让会计知识变得生动形象，还更加贴近实际并富有实用性。
By working through these cases, students learnto think critically, analyse financial data, solve business problems, and makesound decisions — all of which are necessary skills in any accounting career.
通过处理这些案例，学生将学会批判性思维、分析财务数据、解决商业问题，并做出合理决策。这些都是会计职业生涯中不可或缺的技能。
This hands-on approach gives students a deeperunderstanding of the field, making them more confident and prepared for futurebusiness roles.
这种以实践为导向的学习方式让学生对会计领域有更深入的理解，使他们在未来的财务岗位上更加自信和从容。
Traditional teaching often relies on a one-way,lecture-heavy method where students passively receive information.
传统教学往往依赖单向、以讲授为主的方式，学生只能被动地接收信息。
But in business case study competitions, thereis a shift in the teaching dynamic by encouraging students to share insights,weigh different perspectives, and make collective decisions, much like theywould in a professional workplace setting.
而在商业案例学习竞赛中，教学模式发生了转变，鼓励学生分享见解、权衡不同观点，并集体决策，这与他们在职场中的实际工作方式类似。
This competitive element transforms learningfrom a passive experience into an active one, where students are driven by bothcuriosity and the desire to excel.
这种竞争机制使学习从被动变为主动，激发学生的好奇心和追求卓越的动力。
This aspect of the competitions also introducesan important layer of interactivity that strengthens students’ communicationand collaboration skills.
竞赛中的互动性还进一步增强了学生的沟通能力和团队协作能力。
They learn to negotiate, strategise, and workin a team toward a common goal. These interpersonal skills are essential in theworkplace, where accountants must often work across departments and collaborateon financial strategies.
他们学会了谈判、制定战略，并与团队合作以实现共同目标。这些人际交往能力在职场中至关重要，因为会计师经常需要跨部门协作，并参与制定财务策略。
A passion for learning
培养学习热情
Gamification thrives on the elements that makelearning exciting, and case study competitions achieve this by introducinghealthy competition among students.
游戏化学习依赖于能够激发学习兴趣的元素，而案例分析竞赛通过引入良性竞争来实现这一点。
With game elements like leaderboards, badges,and rewards for top performers, these competitions motivate students to performat their best.
通过排行榜、徽章和对优秀表现者的奖励，竞赛可以激励学生发挥最佳水平。
As they tackle complex accounting problems andcompete for recognition, students develop a strong sense of accomplishment andpride in their work.
在解决复杂的会计问题并争取认可的过程中，学生会培养强烈的成就感和职业自豪感。
These competitions also encourage students totake risks and learn from their mistakes.
这些竞赛还鼓励学生敢于尝试，并从错误中学习。
By working through multiple rounds of casestudies, students receive iterative feedback that allows them to improve overtime.
通过多轮案例分析，学生会获得持续的反馈，从而在不断改进中成长。
Preparing students for the real world
帮助学生适应现实世界
Employers seek graduates who bring more thantechnical knowledge to the table.
雇主希望招聘到的不仅仅是具备技术知识的毕业生。
They want adaptable, well-rounded individualswith strong communication, collaboration, and analytical skills.
他们更青睐适应能力强、综合素质高，并且具备良好沟通、协作和分析能力的人才。
Case study competitions help students developthese competencies by placing them in roles that mimic real accountingpositions, such as financial controller or senior management accountant.
案例研究竞赛通过让学生扮演真实的会计角色（如财务主管或高级管理会计师）来帮助他们培养这些能力。
By practising these skills in a controlled andsupportive environment, students gain the confidence to step into their careerswith a realistic understanding of the demands they will face.
在受控且支持性的环境中练习这些技能，能使学生在进入职场时更加自信，并对未来的职业要求有更现实的认知。
Making learning fun
让学习充满乐趣
Gamified learning makes accounting more thanjust a pathway to obtain a job; it transforms it into an enjoyable experiencethat fosters a lasting interest in the subject.
游戏化学习让会计不再仅仅是获得一份工作的途径，而是将其转变为一种愉快的体验，使学生对这门学科产生持久的兴趣。
By solving complex challenges, studentsexperience a sense of accomplishment that builds a positive association withthe subject.
通过解决复杂问题，学生会获得成就感，从而对会计学科产生积极的认同感。
By participating in gamified accountingeducation, students become job-ready professionals who are not only proficientin accounting but also resilient enough to navigate through complex businessenvironments.
通过参与游戏化的会计教育，学生不仅能精通会计专业知识，还能培养应对复杂商业环境的能力，从而在职场中占据优势。
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Additional reporting and contributions to thisarticle by Dr Siew Eugene, Dr Priya Sharma and Dr Norita Mohd Nasir.
萧·尤金博士（Dr Siew Eugene）、普里亚·夏尔马博士（Dr Priya Sharma）和诺丽塔·穆罕默德·纳西尔博士（ Dr Norita Mohd Nasir）对本文的撰写亦有贡献。
Dr Puspavathy Rassiah is a senior lecturer atMonash University Malaysia and a chartered management accountant (ACMA, CGMA).
作者普斯帕瓦蒂·拉西亚博士（DrPuspavathy Rassiah）是马来西亚蒙纳士大学的高级讲师，同时也是一名特许管理会计师（ACMA，CGMA）。
Dr Siew Eugene is a senior lecturer at theSchool of Business, Monash University Malaysia.
萧·尤金博士（DrSiew Eugene）是马来西亚蒙纳士大学商学院的高级讲师。
Dr Priya Sharma is a board member of GlobalPRME and Chair of PRME Chapter ASEAN+ and a lecturer at Monash UniversityMalaysia.
普里亚·夏尔马博士（DrPriya Sharma）是全球 PRME 董事会成员，同时担任 PRME 东盟+分会主席，并在马来西亚蒙纳士大学任教。
Dr Norita Mohd Nasir is a lecturer inaccounting and deputy director of undergraduate studies at the School ofBusiness, Monash University Malaysia, and a CPA.
诺丽塔·穆罕默德·纳西尔博士（DrNorita Mohd Nasir）是马来西亚蒙纳士大学商学院的会计学讲师，同时担任本科课程副主任，并拥有注册会计师（CPA）资格。
文章来源：公共会计师协会数字资讯平台2024年12月17日How to make accounting education funand students job ready - publicaccountant.com.au
