中級(jí)財(cái)務(wù)會(huì)計(jì)英文課程授課教案

1、中南財(cái)經(jīng)政法大學(xué)會(huì)計(jì)學(xué)院School of Accouting, Zhongnan University of Economics & Law中級(jí)會(huì)計(jì)學(xué)(英文) 課程(Intermediate Accounting)授課教案(Teaching plan)中級(jí)財(cái)務(wù)會(huì)計(jì)教學(xué)小組編寫Teaching Team of Intermediate Accounting 2006年2月修訂(Feb.2006)Teaching Arrangement1 Time allocationThe total class hour is 51, with 3 scores. Lectures in class are

2、 divided into 4 teaching units. The time allocation for each teaching unit is as follows:Teaching UnitBasic ContentTime allocatedPart 1Financial Reporting: Concepts, Finanicial Statements, and Related Disclosures1 The Environment of Financial Reporting2 Financial Reporting: Its Conceptual Framework8

3、3 The Balance Sheet and the Statement of Changes in Stockholders Equity44 The Income Statement and income recognition65 The Statement of Cash Flows5Part 2Financial Reporting: Asset Measurement and Income Determination6 Cash and Receivables47 Inventories38 Property, Plant, and Equipment49 Intangibles

4、3Part 3 Financial Reporting: Valuation of Liabilities and Investments10 Current Liabilities and Contingencies411 Long-Term Liabilities and Receivables312 Investments3Part 3 Financial Reporting: Stockholders Equity13 Contributed Capital14 Earnings Per Share and Retained Earnings4Total512 Teaching met

5、hodsThis course mainly adopts lecture in class, with the help of multimedia. We also allocates some presentations after group discussion out of classroom. It is taught either in English or in the combination of both English and Chinese. Teaching Materials1. Textbook中級(jí)會(huì)計(jì)學(xué)（高等學(xué)校會(huì)計(jì)學(xué)類英文版教材），高等教育出版社，2005年

6、1月第1版 (Intermediate Accounting, 9E, by Loren A. Nikolai John D. Bazley)2. References A. 中級(jí)會(huì)計(jì)學(xué)（會(huì)計(jì)類原版教材影印系列），中國財(cái)政經(jīng)濟(jì)出版社，2002年11月第1版(Intermediate Accounting, 14E, by Earl Kay Stice, James D. Stice, K. Fred Skousen )B. Statements of Financial Accounting Standards, by FASBC. International Accounting Stand

7、ards / International Financial Reporting Standards D. Chinese Accounting Standards for Enterprises3. Related intenet web sitesA. FASB B. IASB C. the Nikolai and Bazley Intermediate Accounting web site http:/N ）Teaching ContentLesson 1: THE ENVIRONMENT OF FINANCIAL REPORTINGLearning ObjectivesAfter c

8、areful study , students will be able to: 1.Understand accounting information. 2.Know what is included in financial reporting. 3.Explain generally accepted accounting principles (GAAP) and the sources of GAAP. 4.Identify the types of pronouncements issued by the FASB. 5.Understand how the Financial A

9、ccounting Standards Board (FASB) operates. 6.Describe the relationship between the Securities and Exchange Commission (SEC) and the FASB. 7.Understand ethical dilemmas of Accountants. 8. Know the difference of accounting standards development between China and U.S.A. Teaching Hours 3 hoursTeaching c

10、ontentsThis lesson will begin with some forewords about the course to let students know exactly the course nature, objectives, requirements etc. Then the five sections of this lesson will be discussed logically. 1. Accounting information: users, uses, and GAAP in U.S.A.With the discussion of capital

11、 markets, accounting information will be induced. Accounting, the language of business, has been described as the process of identifying, measuring, recording, and communicating economic information to permit informed judgments and decisions by users of information. Accounting provides a link betwee

12、n the economic activities of a company and decision makers who are interested in the company. These decision makers who use accounting information can be divided into two major groups: external users (such as investors) and internal users (the companys management). Because of their different relatio

13、nships to the company, the two groups have somewhat dissimilar information needs. Questions will be raised as to examples of external users and internal users and their different information needs. Then differences of financial accounting and managerial accounting will be discussed. Financial accoun

14、ting is the information accumulation, processing, and communication system designed to satisfy the investment and credit decision-making information needs of external users. Financial accounting information is presented in published financial statements. Managerial accounting is the information accu

15、mulation, processing, and communication system designed to meet the decision-making information needs of internal users. The format for internal reports is determined by the company. The system is constrained by the need for information and the cost of providing that information. After students got

16、an overall impression about accounting and accounting information, focus will be conducted to financial accounting and financial reporting. Financial reporting is the process of communicating financial accounting information about a company to external users, primarily through the companys annual re

17、port. The annual report includes three major financial statements: the balance sheet, income statement, and statement of cash flows, as well as notes to the financial statements. Many companies include the statement of changes in stockholders equity as a fourth major financial statement. Most financ

18、ial statements are audited by an independent certified public accountant, who expresses an opinion as to the fairness, in accordance with generally accepted accounting principles, of the financial statements and accompanying notes.In its audited financial statements, a company must follow generally

19、accepted accounting principles (GAAP), the guidelines, procedures, and practices required for recording and reporting accounting information. GAAP define accepted accounting practices and standards of reporting at a particular time. They have evolved over many years, with the involvement of differen

20、t policy-making bodies. Emphasis should be put to students that there is no single document including all of the standards for accounting, although the FASB Financial Accounting Research System (FARS) includes most accounting standards in its electronic data base. 2. The development of accounting st

21、andards in U.S.A.A brief history introduction about the development of accounting standards in U.S.A. will give students a full impression about accounting standards in U.S.A. From 1938 to 1959 the Committee on Accounting Procedure (CAP) of the AICPA issued 51 Accounting Research Bulletins, which ar

22、e still part of GAAP unless specifically superseded or amended. Because of criticism of the processes of formulating accounting principles, the AICPA replaced the CAP with the Accounting Principles Board in 1959. From 1959 to 1973 the APB issued 31 Accounting Principles Board Opinions, many based on

23、 Accounting Research Studies. Unless amended or rescinded, APB Opinions are also still part of GAAP. Development of accounting principles by the APB was criticized. The structure of the Financial Accounting Standards Board (FASB), which replaced the APB in 1973, was designed to meet these criticisms

24、. The FASB issues several types of pronouncements, including Statements of Financial Accounting Standards, Interpretations, Technical Bulletins, and Statements of Financial Accounting Concepts. Before issuing a statement of concepts or standards, the FASB usually completes a multistage process desig

25、ned to develop accounting standards efficiently and with due process, in a public forum. Because accounting policy decisions are complex and part of a broader social system, input from interested parties is important. Negotiation and compromise are often necessary during the development of fair, acc

26、eptable standards. Here, a question can be raised to discuss that why FASB adopts political and social involvement methods in its standards-setting process. 3. Other organizations currently influencing GAAP in U.S.A.Other organizations currently influencing GAAP in U.S.A. will be discussed then, inc

27、luding SEC, AICPA, EITF, CASB, IRS, AAA, IASB, GASB, G4+1 and Several professional associations. Emphasis will be given to the fact that the Securities and Exchange Commission has the legal authority to prescribe accounting principles and practices for usually all companies issuing publicly traded s

28、ecurities. To date, the SEC has usually allowed accounting principles to be formulated in the private sector, but has occasionally exerted pressure on the CAP, APB, and FASB. In addition, the SEC administers the extensive disclosure requirements of the Securities Act of 1933 and the Securities Excha

29、nge Act of 1934. Companies are required to file forms, such as Form 10-K, electronically with the SEC and these forms are located in the SECs EDGAR. Enron case will be given as an example. The American Institute of Certified Public Accountants is the professional organization for all certified publi

30、c accountants in the U.S. The FASB Emerging Issues Task Force (EITF) identifies significant emerging accounting issues and develops consensus positions on accounting for these issues. The Cost Accounting Standards Board (CASB), a congressional agency, is charged with setting standards of accounting

31、for negotiated federal contracts and subcontracts. The Internal Revenue Service (IRS) administers the provisions of the Internal Revenue Code. These provisions do not always reflect the goals of financial accounting. However, they do at times influence the choice of accounting methods and procedures

32、. The American Accounting Association (AAA) is an organization comprised primarily of academicians and practicing accountants. The AAA attempts to influence the development of formal accounting pronouncements through education and persuasion. The International Accounting Standards Board (IASB) has a

33、s its goals to develop and promote the use of global accounting standards, and to bring national accounting standards into agreement with international standards. The Governmental Accounting Standards Board (GASB) operates under the auspices of the Financial Accounting Foundation. The G4 + 1 is a gr

34、oup of standard-setting boards that strives to influence the development and harmonization of useful high quality accounting standards for international capital markets. The instructor can also insert some new development situations based on update materials in the website of FASB and IASB etc. 4.Et

35、hics in the accounting environmentStudents will be remind of that accountants are often faced with ethical dilemmas (ethical conflicts) in their professional roles. Because of the important role of accounting in society, accountants must maintain high ethical standards. The AICPA Code of Professiona

36、l Conduct (CPC) includes six basic principles: members should (a) exercise sensitive professional and moral judgments in carrying out their responsibilities; (b) serve the public interest, honor the public trust, and demonstrate commitment to professionalism; (c) perform professional responsibilitie

37、s with the highest sense of integrity; (d) maintain objectivity, be free from conflicts of interest, and be independent in fact and appearance; (e)observe due care in practice; and (f) follow CPC principles in determining the scope and nature of services to be provided.5. Comparison of the developme

38、nt of accounting standards in China and in U.S.A. Students will be required to find materials about development of accounting standards in China. Then discussion based on the materials and knowledge learned in this lesson about development of accounting standards in U.S. will be induced in class. Th

39、e case is intended for three purposes: first, with comparison , students will know the differences clearly and grasp new knowledge deeply. Second, student will learn how to find related materials and this ability is very crucial to future independent studies. Third, discussion in class will cultivat

40、e students creative and critical thinking , which is very important in accounting nowadays. Pedagogical NotesSince this course is the first time that students learn professional knowledge based on original English textbook and bilingual teaching, some students will feel hard to grasp all the knowled

41、ge, this lesson as the first lesson of the course should be taught carefully. And instructors should pay attention to the difficulties students might felt. The last section of this lesson, which is a discussion part, instructors should try to cultivate students creative and critical thinking. Creati

42、ve thinking involves the use of imagination and insight to solve problems by finding new relationships (ideas) among items of information. Critical thinking involves the logical analysis of issues, using inductive or deductive reasoning to test new relationships (ideas) to determine their effectiven

43、ess.Lesson 2: FINANCIAL REPORTING: ITS CONCEPTUAL FRAMEWORKLearning ObjectivesAfter careful study , students will be able to: 1.Explain functions of conceptual framework. 2.Understand the relationship among the objectives of financial reporting. 3.Identify the general objective of financial reportin

44、g. 4.Describe the three specific objectives of financial reporting. 5.Discuss the types of useful information for investment and credit decision making. 6.Explain the qualities of useful accounting information. 7.Understand the accounting assumptions and conventions that influence GAAP.8.Define the

45、elements of financial statements.Teaching Hours 5 hoursTeaching contentsThis lesson will begin with emphasis about functions of theory basis in accounting. 1. FASB conceptual frameworkA brief background introduction about FASB conceptual framework will be conducted. Students should be remind of FASB

46、s position in U.S.A., which is different from that of China. The FASB has been charged with developing a conceptual framework of accounting theory and with establishing standards for financial accounting practice. The conceptual framework, which is intended to provide a theoretical foundation for co

47、nsistent accounting standards, has been essentially completed, with seven Statements of Financial Accounting Concepts issued. In the development process of these seven statements, FASB has divided the conceptual framework activities into several projects.2.Objectives of financial reporting FASB Stat

48、ement of Financial Accounting Concepts No. 1 deals with the objectives of financial reporting. These objectives relate to general-purpose financial reporting of companies. That is, they are to meet the needs of a variety of external, rather than internal, users. This is a point should be emphasized.

49、 Three broad objectives of financial reporting, which proceed from the more general to the more specific, are identified in the Statement: (a)The general objective is to provide information that is useful to present and potential investors, creditors, and other external users for decision-making; (b

50、) Financial reporting should provide information that is understandable to one who has a reasonable knowledge of accounting and business and who is willing to study and analyze the information presented; (c) While there are many potential users of financial reports, the objectives are directed prima

51、rily toward investors and creditors. Additionally, three specific objectives are identified in FASB Statement of Financial Accounting Concepts No. 1: (a)To provide information about a companys economic resources and the claims to those resources, i.e., its economic resources, obligations, and owners

52、 equity; (b)To provide information about a companys comprehensive income and its components; (c)To provide information about a companys cash flows.The FASB has identified five types of information related to the financial reporting objective to help external users assess the amounts, timing, and unc

53、ertainty of the future net cash inflows of the company. They are: (a) Investors expect a return on the capital they invest; (b) Risk is the uncertainty or unpredictability of a companys future results; (c)Financial flexibility is the ability of a company to respond to unexpected needs and opportunit

54、ies by changing the amounts and timing of cash flows; (d)Liquidity relates to how quickly an asset can be converted into cash, or a liability paid; (e)A companys operating capability is its ability to maintain a given physical level of operations.3. Qualitative characteristics of accounting informat

55、ionFASB Statement of Financial Accounting Concepts No. 2 specifies qualitative characteristics of accounting information that accounting information should possess in order to be most useful. Different from China, FASB has set hierarchy of qualitative characteristics. The hierarchy shows two constra

56、ints to accounting information: (a)Cost-benefit: the benefit of information must be greater than its cost. (b)Materiality: the dollar amounts involved must be large enough to make a difference to decision makers. Since no quantitative guidelines were set by the FASB, materiality must be determined b

57、y judgment. However, the FASB suggested consideration of nature and relative size to separate material and immaterial items.Understandability is a link between decision makers and the accounting information. Information should be understandable to broad classes of reasonably knowledgeable and dilige

58、nt users.Decision usefulness is the overall quality which accounting information must possess. The two primary qualities making accounting information useful are relevance and reliability. Accounting information that can make a difference to decision makers is relevant. To be relevant, information m

59、ust have (a)predictive value, or usefulness to decision makers in forecasting events more accurately; and/or (b)feedback value, or usefulness to decision makers in confirming or correcting prior expectations. In addition, relevant information must be timely. Reliable information is reasonably free f

60、rom error and bias and faithfully reports what it is intended to represent. To be reliable information must (a) be verifiable; (b) have representational faithfulness; and (c) be neutral. Information is verifiable (sometimes called objective) when it can be duplicated using the same measurement metho