基于产教融合的地方高校创新创业教育供给侧改革
|
摘要
面临人才培养深化改革以及区域产业转型升级的内外驱动,地方高校亟需革新创新创业教育体系。产教融合是高校创新创业教育改革的试验田,能够提供理论支撑和实践经验借鉴。推动地方高校创新创业教育供给侧改革,可重点从课程体系、师资团队、实践载体等教学微观层面,高校管理机构、服务平台等组织中观层面以及培养理念、制度和学校环境等文化宏观层面,深化产教协同。
Faced with internal and external driving of deepening reform of personnel training and regional industrial transformation and upgrading, local universities urgently need to reform their innovation and entrepreneurial education systems. The integration of production and education is a test field for the reform of innovation and entrepreneurship education in colleges and universities, which can provide theoretical support and practical experience for reference. To promote the supply-side reform of innovation and entrepreneurship education in local colleges and universities, efforts can be focused on both micro level of curriculum system,the faculty team, the practice carrier, organizational level of university management institutions and service platforms, and the macro cultural level of training concept, system and school environment.
Faced with internal and external driving of deepening reform of personnel training and regional industrial transformation and upgrading, local universities urgently need to reform their innovation and entrepreneurial education systems. The integration of production and education is a test field for the reform of innovation and entrepreneurship education in colleges and universities, which can provide theoretical support and practical experience for reference. To promote the supply-side reform of innovation and entrepreneurship education in local colleges and universities, efforts can be focused on both micro level of curriculum system,the faculty team, the practice carrier, organizational level of university management institutions and service platforms, and the macro cultural level of training concept, system and school environment.
引文
[1]张宝君.“精准供给”视域下高校创新创业教育的现实反思与应对策略[J].高校教育管理,2017(1):33-34.
[2]严毛新.走向差异:高校创业教育的应有格局[J].高等工程教育研究,2015(2):48.
[3]胡浩,郑天虹.“双创”火爆高校创业教育如何让梦想照亮现实[EB/OL].(2016-11-29)[2017-9-2].http://news.xinhuanet.com/fortune/2016-11/29/c_1120010633.htm.
[4]吴爱华,侯永峰,杨秋波,郝杰.加快发展和建设新工科主动适应和引领新经济[J].高等工程教育研究,2017(1):1.
[5]陈坚.把产教深度融合摆在重要位置[N].人民日报,2018-04-03(7).
[6]张秀萍,黄晓颖.三螺旋理论:传统“产学研”理论的创新范式[J].大连理工大学学报(社会科学版),2013(4):3.
[7]袁靖宇.高等教育:产教融合的历史观照与战略抉择[J].中国高教研究,2018(4):56.
[8]高有祥.地方院校应有的独特气质与使命[N].光明日报,2015-12-22(13).
[9]张育广.高校众创空间的建设实践及发展路径—以广东工业大学创客空间的建设实践为例[J].中国高校科技,2017(7):83.
[10]盛利,蒲江.“双创”时代创业教育需政校企协同创新[N].科技日报,2015-11-19(07).
[11]甘丽华.产业升级背景下大学生创业教育现状调查与对策—以珠三角高职外贸英语专业学生为例[J].高教探索,2015(7):126.
[12]邓树添,胡敏.不同类型高校大学生创业实践指导的需求分析—基于全国高校的实证分析[J].当代教育论坛,2016(4):21-22.
[13]赵婀娜.创新创业教育,亟需“升级版”[N].人民日报,2017-01-05(17).
[2]严毛新.走向差异:高校创业教育的应有格局[J].高等工程教育研究,2015(2):48.
[3]胡浩,郑天虹.“双创”火爆高校创业教育如何让梦想照亮现实[EB/OL].(2016-11-29)[2017-9-2].http://news.xinhuanet.com/fortune/2016-11/29/c_1120010633.htm.
[4]吴爱华,侯永峰,杨秋波,郝杰.加快发展和建设新工科主动适应和引领新经济[J].高等工程教育研究,2017(1):1.
[5]陈坚.把产教深度融合摆在重要位置[N].人民日报,2018-04-03(7).
[6]张秀萍,黄晓颖.三螺旋理论:传统“产学研”理论的创新范式[J].大连理工大学学报(社会科学版),2013(4):3.
[7]袁靖宇.高等教育:产教融合的历史观照与战略抉择[J].中国高教研究,2018(4):56.
[8]高有祥.地方院校应有的独特气质与使命[N].光明日报,2015-12-22(13).
[9]张育广.高校众创空间的建设实践及发展路径—以广东工业大学创客空间的建设实践为例[J].中国高校科技,2017(7):83.
[10]盛利,蒲江.“双创”时代创业教育需政校企协同创新[N].科技日报,2015-11-19(07).
[11]甘丽华.产业升级背景下大学生创业教育现状调查与对策—以珠三角高职外贸英语专业学生为例[J].高教探索,2015(7):126.
[12]邓树添,胡敏.不同类型高校大学生创业实践指导的需求分析—基于全国高校的实证分析[J].当代教育论坛,2016(4):21-22.
[13]赵婀娜.创新创业教育,亟需“升级版”[N].人民日报,2017-01-05(17).