Exploration of Teaching Reform in Practical Training Courses for Finance Majors in Higher Vocational Education under the New Business Education Background: Based on the “PBL + Multi-Role Interactive” Model

Yun Jiang^1*

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¹ School of Economics and Management, Shanghai Zhongqiao Vocational and Technical University, Shanghai 200000, China

CEF 2026 , 4(3), 48–55; https://doi.org/10.18063/CEF.v4i3.1724

© 2026 by the Author. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

[1] Li Z, 2023, Research on the Application of PBL Teaching Method in Finance Major Courses in Universities. Journal of Heilongjiang Institute of Teacher Development, 42(8): 96–98.

[2] Ma X, 2026, Exploration on the Application of PBL Teaching Mode in the Teaching Process of Professional Courses. Office Informatization, (1): 123.

[3] Li C, 2024, Practical Exploration of Problem-Based Learning (PBL) in Practical Training Courses. Vocational Education (Mid-ten-day Journal), (2): 45–48.

[4] Li Z, 2024, Teaching Reform Practice of the “Commercial Bank Operation and Management” Course in Application-Oriented Universities under the Background of Digital Intelligence. Science & Technology Vision, (14): 163–165.

[5] Liu Y, Mo N, 2022, Analysis of the Application Effect of SPOC Blended Teaching Mode in the Accounting Major of Higher Vocational Education: Taking the Accounting Position-based Practical Training Course as an Example. China Management Informatization, (8): 204–205.

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