（四）教学策略
The course curriculum is designed to enable the student to acquire and develop their subject knowledge and understanding，intellectual and thinking ability，and practical key transferable skills at four levels corresponding to the Scottish Credit and Qualifications Framework.As the student progresses through the course they are encouraged to expand their understanding and critical appreciation of Accounting and Finance and to develop skills through the application of this knowledge in individual and group based activities.The opportunity to further develop skills is also available through the placement.
本专业的课程设计旨在使学生获得和发展对应苏格兰学分和资历框架四个等级水平的学科知识和理解、智力和思维能力、可转移的关键实践能力。随着学生的专业进步，我们鼓励学生拓展对会计和金融的理解能力和批判分析能力，并通过在个人和团体活动中应用这些知识来发展技能。还可以通过实习安排来进一步培养能力。
A wide range of teaching and learning strategies are used to enable the students to cope with the academic requirements of the course.Through the implementation of techniques such as group work，workshops，computer labs，case studies and oral presentations a learning community is created where students learn from each other，as well as learning from staff.The course also adopts innovative teaching practices whenever possible such as:
采用诸多教学策略使学生能够符合专业的学术要求。通过实施如小组工作、研讨会、计算机实验室、案例研究、口头报告等方法，创建学习社区，学生可以相互学习，也可向老师请教。本专业也尽可能采用创新的教学方法，例如：
· The use of trade fair for students to present their business ideas and receive feedback from industry experts
· 利用行业博览会，让学生展示他们的商业创意，并从行业专家那里获得反馈
· Introduction to cloud accounting software from accounting professionals working in practice
· 由会计从业人员介绍云会计软件
· Use of Sage labs for students to develop practical work based skills
· 利用Sage实验室培养学生基于工作的实践技能
When considered appropriate for the students’teaching and learning experience，lecture capture technology is used with the ability to live stream lectures.Students also learn through traditional methods such as lectures，tutorials，and private study.The involvement of the student in the learning process ensures the development of interpersonal skills and professional attitudes aswell as analytical，critical and evaluative skills.
为让学生有更好的教学体验，采用讲座捕捉技术进行直播。学生也可通过传统的学习方法学习，如讲座、辅导、自学等。学生积极参与学习过程，确保学生具备人际交往技能、职业态度，以及分析、评论和评价的能力。
Deep learning is fostered by providing the studentwith access to lecture and seminar materials online through the University’s online learning environment，Campus Moodle.This reduces the quantity of note taking needed in class and thus allows students more time to focus on understanding and digesting information.Throughout the course the student is encouraged to take an increasing amount of responsibility for their own learning，supported by both group and personal tutorials.
学校在线学习系统Campus Moodle为学生提供在线讲座和研讨会材料来辅助其深度学习。这样可以减少课堂上的笔记量，从而让学生有更多的时间专注于理解和消化课堂信息。在整个专业学习过程中，我们鼓励学生在小组和个别辅导的支持下，对自己的学习承担更多的责任。(https://www.daowen.com)
Theoretical content is key to the successful student and is taught at all stages of the course.Students are required to understand strategies，theory，rules and computational methods and to demonstrate their understanding.In addition，students are required to apply this knowledge in a practical context and evaluate the importance of the theory.
理论知识是学生获得成功的关键，在专业的各个阶段都会讲授。学生要理解策略、理论、规则和计算方法，并展示他们已理解的内容。此外，学生还要将这些知识应用到实践中，并评估理论的重要性。
At Stage One the student acquires theoretical knowledge and understanding of core areas of management and accounting together with the key professional skills that they will require for their study and future career.
第一阶段（大一），学生要掌握管理和会计的理论知识，了解管理和会计的核心领域，掌握学习和未来职业发展所需的关键职业技能。
At Stage Two the student will be expected to assume more responsibility for their own learning，as the emphasis in learning moves from knowledge towards reflection and critical application of information and ideas.
第二阶段（大二），学生要为自己的学习承担更多的责任，因为学习的重点从知识学习转向对信息和概念的反思及批判性应用。
At Stage Three the student on the placement route will develop their knowledge，understanding and critical appraisal skills in a practical work context.The learning at this stage is clearly student centered；however it is supported both by the work-based supervisor and the Aberdeen Business School Placement tutor.In addition they will undertake two distance learning modules.For the student following an academic route，they will be expected to assume more responsibility for their own learning，as they undertake study of more advanced topics in which the emphasis in learning develops from reflection to critical application of information and ideas and evaluation.
第三阶段（大三），参加实习的学生将在实际工作环境中培养其知识、理解和批判性评估技能。这个阶段的学习显然是以学生为中心的，但实习单位的主管和阿伯丁商学院的实习指导教师都会对其提供支持。此外，学生还要上两门远程学习的课程。选择学术路径的学生，将为自己的学习承担更多的责任，如研究更高级的课题，在这些课题中，学习的重点从反思发展到对信息、概念和评价的批判性应用。
At Stage Four，the student is expected to take an active role in the management of their learning and exhibit a high degree of autonomy in achieving learning outcomes.The student responsibility for their learning is further enhanced through student facilitated group discussions and group exercises.Within these activities the student is encouraged to further develop their critical and evaluative skills aswell as their interpersonal and key transferable skills.
第四阶段（大四），学生将在学习管理中发挥积极作用，并在达成学习成果方面表现出高度的自主性。通过小组讨论和小组练习，学生对学习的责任感得到进一步加强。在这些活动中，我们鼓励学生进一步发展其批判能力、评价能力、人际交往能力和可转移的关键能力。
The student is supported by a range of Learner Support Systems，ranging from Head of Stages，to academic and professional support from course tutors and from the Study Skills and Access Unit.
学生将获得学习者支持系统（Learner Support Systems）的系列支持，这些支持来自各学段主任，来自专业导师的学术和职业方面的支持，以及来自学习技能入门科（the Study Skills and Access Unit）。
ASSESSMENT