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    來源:網絡整理? ? 作者:留學生活網? ? 發布時間:2019-08-15 14:37? ? 閱讀: 次? ? 文章分類:范文參考





      Entrepreneurship education began in the earliest harvard business school, and then due to the social and economic growth pattern transformation, the Internet industry rapid development, to produce a batch of business people, stimulated the public enthusiasm for entrepreneurship, which to a certain extent, increased the social demand for entrepreneurship education, the entrepreneurship education has been rapid development. At the same time, the development of entrepreneurship education in universities in China is relatively slow. However, with the transformation of China's economic structure, the development of high-tech industries, such as e-commerce, intelligent robots and 3D printing, also stimulates the emergence of new economic points and multi-directional employment channels to some extent, changing the traditional employment mode. Under such social and economic background, new requirements are put forward for the curriculum system and talent cultivation of Chinese colleges and universities. Entrepreneurship education should also be a part of the curriculum system and talent cultivation plan of Chinese colleges and universities. Chinese colleges and universities should only grasp the key points of economic transformation and new industry development to cultivate the entrepreneurial consciousness and entrepreneurial ability of college students.

      America is the first country to offer entrepreneurship education, so it has reached a relatively mature level. Through research, it can be seen that American entrepreneurship education mainly has the following aspects, including teaching staff, teaching and curriculum design, entrepreneurship management and evaluation system. First of all, in terms of the construction of teaching staff, the United States has increased efforts to train and train teachers of entrepreneurship education courses, offering refresher courses for teachers and participating in various entrepreneurship simulation activities or seminars, etc., so as to improve the theoretical and practical abilities of teachers, which reflects the high attention paid to entrepreneurship education teachers. Entrepreneurs will also be invited to directly participate in the courses or entrepreneurship projects of teachers and students, so as to provide guidance to teachers and students in practice and ensure the professionalism and practicality of entrepreneurship education teachers. Secondly, in terms of teaching and curriculum design, it is divided into public elective courses and core courses. Different courses are developed according to different students, so as to adapt to the development of students themselves. Different teaching methods are adopted for different courses, such as case teaching method, striking teaching method and problem-centered teaching method. Outside, American institutions of higher learning have also established corresponding organizations, such as the association of entrepreneurs, think tank, center for entrepreneurship education and so on. It can be seen from the above that the development of entrepreneurship education in the United States is not only supported by national policies, but also includes teachers, curriculum system, external institutions and other aspects, thus forming a relatively complete entrepreneurship education system.

      At present, the development of entrepreneurship education in South Korea is also relatively rapid. In order to promote the development of entrepreneurship education, the government of South Korea has established the strategies of "science and technology to build the country", "education to build the country" and "BK21 project" successively, which has produced a series of major changes to domestic entrepreneurship education. In the university stage, the establishment of "entrepreneurship support center" and "entrepreneurship tongyou association" is encouraged to provide financial, technical and policy support for the development of entrepreneurship projects for students. In addition, South Korea also pays attention to give strong support to its own distinctive culture and traditional industries, integrating innovative elements into traditional industries to become a new industrial chain, generating new economic value and endowing traditional culture and industries with new value. It is because of the great importance and promotion of the south Korean government that the success rate of south Korean college students' entrepreneurship is among the highest in the world. In the course mode, it pays attention to the integration with foreign countries. Like India, it directly quotes the original teaching materials from foreign countries, which can better learn from the successful experience in the course content and setting of entrepreneurship education in foreign universities. In terms of education methods, South Korea pays attention to the differences between different schools and majors, adopts corresponding teaching methods, pays attention to the hierarchy of entrepreneurship education, and advocates giving full play to students' own abilities, rather than adopting a unified national curriculum and teaching methods. In addition, South Korea also tends to integrate entrepreneurship education into education as a national spirit. This kind of entrepreneurship education is the cultivation of national quality and innovative spirit, rather than just one-sided development. From the development of South Korea, perfect policy support, is the prerequisite for the development of entrepreneurship education, the use of entrepreneurship education to develop traditional industries, and entrepreneurship education as a national quality training in the national promotion, we can learn from.

      Japan's entrepreneurship education is characterized by "multiple participation" and "top-level diversity". Formed a multi-channel support, which also effectively improved the level of entrepreneurial activities to a certain extent. The government encourages cooperation with industry associations to provide teachers, and attaches great importance to combining them with local economic and industrial characteristics. In terms of teaching staff, it is mainly composed of internal and external departments, including law department, science and technology department and economic management department. The external lecturers are mainly entrepreneurs, professionals and heads of administrative institutions. So as to ensure the professional entrepreneurship education teachers, both theoretical teachers and practical teachers. In addition, in order to realize the hierarchy of entrepreneurship education, different course contents are formulated, which can be summarized as follows: "basic qualities and personality characteristics of entrepreneurs; Legal system and financial and tax matters related to the establishment of enterprises, knowledge and skills related to the internal operation of enterprises, etc." In addition to the course content, Japan also pays more attention to the popularization of entrepreneurial consciousness. Just like South Korea, Japan also promotes it to the cultivation of national quality, to the love of the motherland and the dedication to society, so as to popularize it among the public. In terms of the setting up of external institutions, Japan attaches great importance to the combination with actual entrepreneurship. On the one hand, it sets up special funds and guidance institutions in the university, and on the other hand, it establishes alumni associations, etc., to provide guidance in various aspects for university entrepreneurship with alumni resources. This is also something that Chinese universities can learn from. While strengthening professional education, they can also combine it with actual entrepreneurial projects or activities. Multi-dimensional system support, let students combine theory with practice, and constantly promote the development of entrepreneurship education at all levels. We can also get some experience from analyzing the development model of entrepreneurship education in the above several countries. First of all, they are fully supported by national policies, including some specific fund and loan support, which creates a good social atmosphere for entrepreneurship and further increases students' enthusiasm for entrepreneurship. The second is curriculum and teaching reform, promoting the combination of entrepreneurship education and professional education, and paying attention to the teaching methods used in entrepreneurship education, so as to improve students' innovation ability. At the same time focus on entrepreneurship education teachers' professional, not only by the school management part of the administrative personnel, the most professional teachers from each college entrepreneurship education teachers, has a profound theoretical foundation, outside of the teachers, also have rich practical experience, can help students realize the problems in the actual operation, as well as how to apply the theoretical knowledge to the ability of problem solving, to achieve the combination of theory with practice; Entrepreneurship education should also be elevated to the cultivation of national quality, rooted in the public as a kind of ability, including innovation ability, social consciousness, basic practical ability and so on.

      Entrepreneurship education in our country through a series of policies to promote, such as "about deepening education reform and comprehensively promote quality education decision", the ordinary undergraduate entrepreneurship education teaching basic requirements, "about to promote the innovation in institutions of higher learning entrepreneurship education and college students' self-employment work opinion", etc., countries also established the entrepreneurial education pilot schools, national entrepreneurship education personnel training mode innovation experimental area and the introduction of entrepreneurship education projects, etc., for the development of entrepreneurship education in colleges and universities in our country to lay a good foundation.

      In the face of national policy, our country began to widely courses in entrepreneurship education in colleges and universities, but the growth of entrepreneurship education is not only a number, more consideration should be given to each school focus, the entrepreneurship education curriculum and evaluation, etc., different measures should be taken, only formed the perfect course system, clear the talent training plan, etc., to promote the development of entrepreneurship education in colleges and universities have leap. At present, entrepreneurship education in Chinese universities presents a diversified development mode. It can be divided into the following three aspects. The first is represented by renmin university of China, focusing on the improvement of students' overall ability and quality. Secondly, Beijing university of aeronautics and astronautics, represented by Beijing university of aeronautics and astronautics, focuses on improving students' entrepreneurial knowledge and skills, and focuses on commercial operation. Finally, it is a comprehensive model represented by Shanghai jiao tong university. It mainly regards innovation education as the foundation of entrepreneurship education and pays attention to the cultivation of students' basic qualities in the process of imparting professional knowledge. It can be seen that the development of entrepreneurship education in our colleges and universities begins to form its own characteristics. Based on the characteristics of colleges and universities and the needs of regional economic development, in the context of large social and economic background, we begin to try to reform the teaching mode, revise the talent training plan, integrate innovation and entrepreneurship education, and strengthen the training of teachers.

      Driven by economy, policies and other aspects, entrepreneurship education in China's colleges and universities also began to carry out large-scale development and reform, set up the corresponding practice base, increased the practice of courses, and hired the proportion of off-campus mentors, to promote the diversified development of entrepreneurship education in China's colleges and universities. These are the achievements in the development of entrepreneurship education in colleges and universities in the new era, but there are also some problems.

      Under the premise of course establishment, colleges and universities have not formed a systematic scale of teachers. According to the current situation of colleges and universities, most teachers of entrepreneurship education courses mainly come from two sources. The second is from the school's administrative departments, such as the student work office, academic affairs office or other administrative department staff, has never had the corresponding theoretical and practical basis, but only "armchair", has not played a great role in the development of students. It can be seen that the teachers of entrepreneurship education in China's colleges and universities have not conducted systematic training, and the employment of off-campus enterprises and public institutions is also very few, which has not formed a systematic scale of teachers, and is still stuck in a patchwork situation. Secondly, there is also a lack of formal teacher training institutions in China, which can be used for further study of entrepreneurial teachers. Students need to learn in practice, and teachers also need to increase their own ability in practice. Teachers should also be involved in entrepreneurial projects and activities to improve their practical ability. Entrepreneurship teachers are not only teachers of theoretical knowledge in colleges and universities, but also organizers and directors of a large number of innovation and entrepreneurship activities in the campus. They are directly facing students. Therefore, the shortage of teachers also seriously affects the effect of entrepreneurship education to some extent, which becomes one of the obstacles to the further development of entrepreneurship education in China.

      In terms of the number, the number of universities offering entrepreneurship education courses is not much, and the number of high level entrepreneurship education courses is even less. The purpose of professional education is to cultivate students' thinking and ability structure, so that students can master the theoretical knowledge and corresponding abilities of the major. However, from theory to practice, students also need to exert their subjective initiative. And entrepreneurship education just can make up for the lack of professional education, it is mainly about the cultivation of students' innovation spirit and practice solve various practical problems operating ability, the ability of training with the school of professional education is inseparable, because our country colleges and universities should be based on different professional, different entrepreneurship education courses and the talent training plan. In entrepreneurship education, in view of the actual problem, need to give full play to their own learning professional knowledge, combines with the practical problems, to solve the problem, in this process, students not only firmly grasp their own need to master the professional knowledge, also increase their ability to solve problems, further stimulated the students' interest in learning. At present, most schools still take entrepreneurship education as an elective course, but have not formed a systematic curriculum system, which, to some extent, makes it impossible to form complementary professional education and entrepreneurship education. On the one hand, the school cannot achieve the ideal teaching effect and the established goal of talent cultivation; on the other hand, students cannot realize the transformation from theory to practice, and cannot increase their ability to solve practical problems. So the school should be the integration of entrepreneurship education and professional education, in which can form the training of students' innovative spirit, thus forming a professional education, the unity of innovation and entrepreneurship, help students to understand both the professional theory knowledge, understand the forefront of this professional development, broaden the students' knowledge, also can cultivate the students' practical ability, innovation ability and thinking ability. This not only realizes the individual development of students, but also further promotes the development of schools.

      A good mechanism is the premise and guarantee of the implementation of entrepreneurship education, but the entrepreneurship education in Chinese universities has not yet formed a perfect management mechanism. At present, it is common for management departments to have job centers or institutions attached to other administrative departments to carry out decentralized management of all aspects involved in entrepreneurship education, such as courses, activities or practice bases, rather than having a professional department to coordinate and manage, which fails to form an effective management mechanism. Developed countries have formed relatively mature management systems, such as the United States has formed an entrepreneurship education center, entrepreneurship research institute and other organizations; the establishment of professional funds and guidance institutions in Japan; South Korea's doyo, etc. These show that entrepreneurship education management can not only set up with simple administrative department based on distributed management, but should have an effective management mechanism, entrepreneurship education in colleges and universities involves various aspects, such as curriculum setting, the determination of teachers and training, connecting the practice base, etc, should have specialized management institutions. This is also a problem that needs to be paid attention to and considered in the implementation of entrepreneurship education in China's colleges and universities. Only by formulating corresponding policies and management institutions can the normal operation of entrepreneurship education in colleges and universities be guaranteed.

      For people on the current social entrepreneurship education did not give a positive response, for the current university of entrepreneurial projects, also not actively support attitude, think it is a waste of time, instead of clinging to the concept of before, think you should study hard in school's own professional knowledge, provided a basis for after graduation to find a job. For this case, there are two main reasons: on the one hand, students and parents for lack of understanding of business school of entrepreneurship education is a foundation, for students employment offers a variety of options, for entrepreneurial bias, blindly negative or positive view on employment, this is the wrong understanding, this is also our current entrepreneurship education faces an important problem. On the other hand, the social support for entrepreneurship is not enough. Therefore in the process of entrepreneurship education promotion, China also needs to be entrepreneurial education as a national literacy into the order of the national education, improve the students' awareness of entrepreneurship education, increasing social support for the school entrepreneurship education, entrepreneurship education can also set up some external docking and support institutions, to better help the development of entrepreneurship education.


    標題: Essay代寫范文|美國的創業教育 ??????地址:http://www.dj-player.com/a/news/fanwencankao/487.html



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