At present, with the rapid development of social science and technology, the application of information technology in accounting teaching is becoming more and more popular. The era of Digital Intelligence (DI) refers to the new economic era characterized by big data and intelligence. The era of DI has had a huge impact on corporate management practices and accounting practices. In the era of DI, accounting practice has shown a trend of emphasizing strategic analysis and management decision-making, and ignoring accounting. The innovation of corporate business models and changes in accounting practices in the era of DI will bring new challenges and opportunities to the current accounting education. In view of this, this article takes interdisciplinary education as the starting point, analyzes the existing problems of the current accounting interdisciplinary education, and proposes the necessity and feasibility analysis of accounting teaching innovation in the era of DI, which provides reference for the cultivation of compound accounting talents. In practice, by setting up a comparison, the teaching effect of the experimental class and the control class was compared and analyzed. From the information of the test and the survey results, it is known that the teaching method of computer-technology accounting in the era of digital intelligence is very popular among students, and the teaching effect is outstanding. Students' innovative ability and practice have improved, their accounting knowledge structure has been significantly improved compared with before, and they have become more active when participating in teaching activities. The most important thing is that they have gradually formed a scientific way of thinking that can reasonably use the accounting theory knowledge they have learned to solve some practical problems, rather than just taking it for granted.

Li Guizi, Liang Zhongdi. Innovative Model of Accounting Teaching in the Era of Digital Intelligence. Frontiers in Educational Research (2021) Vol. 4, Issue 12: 30-35. https://doi.org/10.25236/FER.2021.041206.

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