新时代高校创业教育模式研究——基于大连外国语大学创新创业实验班的实证分析
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摘要
自2015年以来,创新创业教育在我国高校经历了高速发展。但是,在取得不少成绩的背后,各种问题逐渐显露出来:如创业教育的定位问题、师资缺乏的问题、教学方法的问题、课程设计的问题,及创业教育效果评估的问题等。创业教育本身的创新性受到了挑战,针对中国的创新创业教育未来到底要怎样搞,一些国内领先的高校也在结合自身学校的情况进行探索。文章将聚焦大连外国语大学的创新创业"实验班"的具体案例进行讨论。实验班是针对创业教育新模式的一次探索,也是创新创业教育模式升级的一次尝试。案例探讨的内容包括教学目标、教学内容、教学方法及评估方法。
Since 2015, innovation and entrepreneurship education has experienced rapid development in Chinese universities. However, behind many achievements, various problems gradually emerge, such as the orientation of entrepreneurship education, the lack of teachers, teaching methods, curriculum design, and the evaluation of the effectiveness of entrepreneurship education. The innovation of entrepreneurship education itself has been challenged. In view of the future of China's innovative entrepreneurship education, some leading domestic universities are also exploring the situation of their own schools. This article will focus on the specific case of "experimental class" of innovation and entrepreneurship in Dalian Foreign Studies University. The experimental class is an exploration of the new model of entrepreneurship education and an attempt to upgrade the model of innovation and entrepreneurship education. The contents of case study include teaching objectives, teaching contents, teaching methods and evaluation methods.
Since 2015, innovation and entrepreneurship education has experienced rapid development in Chinese universities. However, behind many achievements, various problems gradually emerge, such as the orientation of entrepreneurship education, the lack of teachers, teaching methods, curriculum design, and the evaluation of the effectiveness of entrepreneurship education. The innovation of entrepreneurship education itself has been challenged. In view of the future of China's innovative entrepreneurship education, some leading domestic universities are also exploring the situation of their own schools. This article will focus on the specific case of "experimental class" of innovation and entrepreneurship in Dalian Foreign Studies University. The experimental class is an exploration of the new model of entrepreneurship education and an attempt to upgrade the model of innovation and entrepreneurship education. The contents of case study include teaching objectives, teaching contents, teaching methods and evaluation methods.
引文
[1]洪柳.基于核心期刊和CSSCI数据库文献计量的创新创业教育研究综述[J].民族教育研究,2018,29(4):129-134.
[2]林蕙青.全国高校开展双创教育课程逾2300门[EB/OL].(2017-09-26)[2017-09-22].http://news.xidian.edu.cn/info/1482/197818.htm.
[3] CharneyA.,LIBECAP G. Impact of Entrepreneurship Education[M]. Insights:A Kauffman Research Series,Kauffman Center for Entrepreneurial Leadership,Kansas City, MO,2000.
[4]杨晓慧.我国高校创业教育与创新型人才培养研究[J].中国高教研究, 2015(1):39-44.
[5] HENRYC.,MCGOWAN P. Embedding entrepr eneurship in higher education institutions:reconcept ualizing entrepreneurship education[J].AISHE-J, 2016(1):2741-2747.
[6] HYTTI U., O’GORMAN C. What is ‘enterprise education’? An analysis of the objectives and methods of enterprise education programmes in four European countries[J]. Education+Training,2004(1):11-23.
[7] GARAVAN T., O’CINNEIDE B.“Entrepr eneurship education and training programmes:a review and evaluation”, Journal of European Industrial Training,1994(11):13-21.
[8] JAMIESON I. Education for enterprise[M]. in Watts,A.G. and Moran, P.(Eds), Schools and Enterprise,CRAC, Bellilnger, Cambridge, MA,1984.
[9] TAATILA V. Learning entrepreneurship in higher education[J]. Education+Training, 2010(1):48-61.
[10]Higher Education and Training Awards Council. Draft Guidelines and Key Criteria for the Review of Enterprise and Entrepreneurship Education(EEE)[Z].HETAC, Dublin,2012.
[11]Quality Assurance Agency for Higher Education(QAA). Enterprise and Entrepreneurship Education:Guidance for Higher Education Providers in England,Wales and Northern Ireland[Z]. QAA, Gloucester,2012.
[12]RACHEL S.and Mark P.and Bryan T.(2009),Entrepr eneurship Education:Attitudes Across Campus[J].Journal of Education for Business,2009,84:3, 151-159.
[2]林蕙青.全国高校开展双创教育课程逾2300门[EB/OL].(2017-09-26)[2017-09-22].http://news.xidian.edu.cn/info/1482/197818.htm.
[3] CharneyA.,LIBECAP G. Impact of Entrepreneurship Education[M]. Insights:A Kauffman Research Series,Kauffman Center for Entrepreneurial Leadership,Kansas City, MO,2000.
[4]杨晓慧.我国高校创业教育与创新型人才培养研究[J].中国高教研究, 2015(1):39-44.
[5] HENRYC.,MCGOWAN P. Embedding entrepr eneurship in higher education institutions:reconcept ualizing entrepreneurship education[J].AISHE-J, 2016(1):2741-2747.
[6] HYTTI U., O’GORMAN C. What is ‘enterprise education’? An analysis of the objectives and methods of enterprise education programmes in four European countries[J]. Education+Training,2004(1):11-23.
[7] GARAVAN T., O’CINNEIDE B.“Entrepr eneurship education and training programmes:a review and evaluation”, Journal of European Industrial Training,1994(11):13-21.
[8] JAMIESON I. Education for enterprise[M]. in Watts,A.G. and Moran, P.(Eds), Schools and Enterprise,CRAC, Bellilnger, Cambridge, MA,1984.
[9] TAATILA V. Learning entrepreneurship in higher education[J]. Education+Training, 2010(1):48-61.
[10]Higher Education and Training Awards Council. Draft Guidelines and Key Criteria for the Review of Enterprise and Entrepreneurship Education(EEE)[Z].HETAC, Dublin,2012.
[11]Quality Assurance Agency for Higher Education(QAA). Enterprise and Entrepreneurship Education:Guidance for Higher Education Providers in England,Wales and Northern Ireland[Z]. QAA, Gloucester,2012.
[12]RACHEL S.and Mark P.and Bryan T.(2009),Entrepr eneurship Education:Attitudes Across Campus[J].Journal of Education for Business,2009,84:3, 151-159.