Entrepreneurs are good at combining large resources, including big talents, big funds, big projects, big technology, and big markets. For this reason, I would like to share with you the significance of carrying out innovation and entrepreneurship education for college students. Welcome to read it.
The significance of carrying out innovation and entrepreneurship education in local undergraduate colleges and universities
(1) The need to adapt to regional economic development and give full play to the advantages of running schools
Universities are responsible for promoting regional economic and social sustainability It is a powerful promoter of rapid and healthy development, a source of ideas for regional economic and social development and an innovation base for technology, management, culture, etc. Local undergraduate colleges are different from traditional academic universities and vocational and technical colleges. They realize the combination of academic and vocational higher education. In terms of talent training, it focuses on all-round social needs; in terms of professional settings, it can be more closely integrated with actual work and life; in terms of curriculum teaching, it is necessary to build new teaching models and adopt diversified teaching methods. Therefore, local colleges and universities must establish regional awareness, give full play to their comparative advantages, and cultivate diversified applied talents for the sustainable development of the regional economy based on the actual situation and needs of regional economic development. This requires colleges and universities to adhere to the concept of innovation and entrepreneurship education, and do a good job in the integration of professional disciplines and local economic development, the integration of talent training and corporate needs, and the integration of innovation and entrepreneurship education and regional economic characteristics, so as to cultivate high-quality talents. , strong ability and strong innovation win social reputation and give full play to unique advantages in running a school.
(2) The need to alleviate employment pressure and improve students’ comprehensive employment competitiveness
College graduates are increasing year by year, the number of jobs provided by traditional industries is becoming increasingly limited, technological progress and labor force Rising costs have also indirectly suppressed employment opportunities. This requires colleges and universities to proactively adapt, carry out innovation and entrepreneurship education, carry out education and teaching reforms, cultivate more entrepreneurial talents, and contribute to regional economic development. For example, Guangxi focuses on the optimization and upgrading of industrial structure and circular economy as its focus, optimizing the development of food, automobiles, petrochemicals, electric power, non-ferrous metals, metallurgy, machinery, building materials, papermaking and wood processing, electronic information, pharmaceutical manufacturing, textiles, clothing and leather. , biology, shipbuilding and marine engineering equipment, etc. 14 industries worth 100 billion yuan; at the same time, we actively develop low-carbon economy, accelerate the formation of industrial clusters, and further optimize the development environment.
The main problems existing in innovation and entrepreneurship education in colleges and universities at present
(1) Lack of innovation and entrepreneurship education concepts
Some colleges and universities lack the emphasis on innovation and entrepreneurship education and believe that innovation Entrepreneurship education is to cultivate entrepreneurs and entrepreneurs and is part of the employment guidance content. Focusing on short-term effects in terms of value orientation, as a temporary solution to students' employment difficulties, it is regarded as a useful supplement to improve student employment rates. When colleges and universities that offer innovation and entrepreneurship education courses for college students are teaching, most of the content is the introduction of the Challenge Cup and Entrepreneurship Competition and other competition content and the teaching of competition preparation experience. They pay too much attention to scores and rankings, and carry out innovation and entrepreneurship in a utilitarian way. education; or over-emphasis on money-making skills and wealth accumulation in the classroom, while neglecting the cultivation of students' innovation, entrepreneurship and professional qualities. The deviation in the understanding of the nature of innovation and entrepreneurship education directly leads to the management department's inattentive management, teachers' teaching in a few words, and students' limited learning, which affects the popularization of innovation and entrepreneurship knowledge and the improvement of students' comprehensive quality.
(2) Out of touch with the education and teaching system
Many colleges and universities only regard innovation and entrepreneurship education courses as elective courses, extracurricular activities, lectures, etc., without organically integrating them with the reform of talent training models in colleges and universities. , not organically integrated with professional teaching in the education and teaching system. The narrow view of innovation and entrepreneurship education as the training of skills and techniques ignores the deep-seated foundation of innovation and entrepreneurship education, which forms an educational misunderstanding. Colleges and universities believe that opening courses is the implementation of superior documents, and have not truly integrated innovation and entrepreneurship education into education. In the teaching reform, students only passively study innovation and entrepreneurship education in order to obtain credits.
(3) Lack of teaching staff
Innovation and entrepreneurship education involves multi-disciplinary knowledge and is practical and practical. Teachers’ experiential and guided teaching effects will be more effective than traditional Conceptual teaching, so teachers must have advanced teaching concepts, rich theoretical knowledge and strong entrepreneurial management experience.
But at present, many teachers in colleges and universities are just satisfied with going from books to books, without corresponding management and practical experience. They can only start teaching by "talking on paper"; some schools adopt "Lalang matching" in the selection and recruitment of teaching teachers. Teachers for innovation and entrepreneurship education courses are selected from the administrative department and counselors. Most of these teachers start their classes with imagination and imagination; some schools hire entrepreneurship tutors from the corporate and business circles of other schools, but due to the lack of funds, organization and coordination, and teaching Due to factors such as assessment and the lack of teaching experience of external staff, it is difficult to ensure the teaching effect in an institutional way.
(4) The innovation and entrepreneurship education environment needs to be improved
Many of the policies and regulations on innovation and entrepreneurship education issued by the government and relevant departments where local undergraduate schools are located are not specific and lack practicality. , and at the same time, the implementation of some preferential measures often lags behind, requiring multiple coordination and communications between universities and government departments. Many parents are influenced by traditional concepts and prefer students to find a stable job after graduation, and do not have enough support and respect for college students to start their own businesses. The courses offered by some universities and the innovation and entrepreneurship bases they create are only targeted at a small elite group, and the benefits are small. Most students are just spectators, lacking a strong educational atmosphere. The school's functional departments lack the concept of general education. Some believe that innovation and entrepreneurship education belongs to the employment department, some think it belongs to the academic and engineering department, and some think it belongs to the academic affairs department, which affects the in-depth and effective development of innovation and entrepreneurship education and students' entrepreneurial enthusiasm. 3. A new perspective on innovation and entrepreneurship education in local undergraduate colleges and universities
Based on the actual school running of local undergraduate colleges and universities and the practice of innovation and entrepreneurship education, the author suggests that through "regionalization + project + base" (three modernizations ), promote the effective development of innovation and entrepreneurship education for college students. Regionalization is the soil for innovation and entrepreneurship education for college students. It is the foundation for innovation and entrepreneurship education to demonstrate regional value, reflect the vitality and sense of the times of innovation and entrepreneurship education, and is also the embodiment of science and engineering universities serving the local economy. Project-based education is the main form of innovation and entrepreneurship education for college students. , is the construction of an innovation and entrepreneurship education operation system that uses project participation as the starting point for students to build team learning, teacher and policy guarantees, assessment and evaluation, etc.; base is the practice (experimental) base for innovation and entrepreneurship education, and is the basis for innovation and entrepreneurship education. Exercise platform and achievement incubation platform.
(1) Regionalization
From the perspective of regionalization, innovation and entrepreneurship education in local undergraduate colleges and universities must find the right focus, take the initiative, actively connect, and establish and implement innovative and entrepreneurial education through the establishment of disciplines and majors, We should reform the talent training model through the construction of teaching practice bases and joint training with orders, closely follow the training goals, reform the teaching content, optimize the training plan, improve the curriculum teaching system and teaching practice links, and integrate the innovation and entrepreneurship education concept into the education and teaching reform. and the entire process of talent training, thereby promoting the transformation of teaching theory into practice and promoting the growth of students' social adaptability and innovation ability. For example, Guangxi science and engineering colleges should closely integrate with Guangxi's economic and social development and follow the strategic development tasks of Guangxi determined by the "Several Opinions of the State Council on Further Promoting the Economic and Social Development of Guangxi", namely: to build a regional modern trade logistics base and an advanced manufacturing base. , characteristic agricultural base and information exchange center; build a new highland for international regional economic cooperation; cultivate a new growth pole for my country's coastal economic development; build a prosperous, civilized and harmonious ethnic region to meet the development needs of hundreds of billions of large industries and strategic emerging industries in the region , integrate subject resources and cultivate applied talents that meet the needs of social and economic development.
Colleges and universities should open their doors to run schools, actively promote the integration of schools and enterprises and the integration of industry, academia and research, apply the excellent scientific research teams, advanced instruments and equipment and practical scientific research projects of local enterprises to innovation and entrepreneurship education, and cultivate outstanding engineers. and other talent training reform projects as the starting point, through tutor selection, curriculum optimization, joint project research, etc., we will continue to innovate the model of innovation and entrepreneurship education in colleges and universities, and cultivate innovative high-quality applied talents while improving service to the local economy. Colleges and universities should select innovation and entrepreneurship education teachers to local government departments and enterprises through on-the-job training, study and training, etc., so that teachers can experience regional development and corporate management and operation practices on the spot, so as to cultivate excellent innovation and entrepreneurship education teachers.
(2) Projectization
Project-based participatory innovation and entrepreneurship education is an attempt to integrate project teaching into innovation and entrepreneurship education. By integrating educational resources and taking project participation as the starting point, the design Or select some science and technology project projects, commercial projects, etc., under the leadership of professional teachers, let students participate in the research, management and operation of the project, and cultivate students' innovative and entrepreneurial concepts and skills through the combination of theory and practice, and "learning by doing" . The main contents include: building an organizational form focusing on team learning; building a guarantee system including teachers, funds, and policies; and building a reasonable assessment and evaluation mechanism.
The organizational form of the team learning model: that is, a certain number of students and teachers form a team to participate in actual entrepreneurial projects, with the teacher serving as a coach and guide, and professional researchers as assistance. Help students complete learning tasks in team learning and project practice.
Implementation guarantee: Teacher guarantee? Colleges and universities should further introduce outstanding talents, encourage teachers to strengthen research on innovation and entrepreneurship, and actively introduce "double-qualified" teachers to ensure the effective operation of innovation and entrepreneurship education, and strengthen entrepreneurial mentors Team building improves the teaching quality of teachers by optimizing the team structure, improving the academic structure, and enriching source channels. Funding guarantee? The entrepreneurship education funding source system should be combined with the government-led and market-led models. While the government subsidizes innovation and entrepreneurship funds for college students, it should actively encourage society and enterprises to establish relevant innovation and entrepreneurship education funds and organizations to promote the innovation and entrepreneurship education model. Provide financial protection. Policy guarantee? The implementation of the innovation and entrepreneurship education model requires strong policy guarantee. The government is the main body that masters and controls public resources. Government departments must accurately position and utilize information advantages and administrative functions to play their guiding role in promoting innovation and entrepreneurship education for college students.
Assessment and evaluation: Project-based participatory innovation and entrepreneurship education is assessed and evaluated through indicators such as student participation rate, project research value, project social influence, and the ratio of student entrepreneurship rate to employment rate.
(3) Baseization
College student innovation and entrepreneurship bases are an important practical platform for schools to carry out innovation and entrepreneurship education and promote students’ independent entrepreneurship. Colleges and universities must integrate on-campus and off-campus resources to give full play to their The educational role of the demonstration experimental teaching center, open laboratory and key laboratory will be developed into an incubation base for college students' entrepreneurial projects, incubating and cultivating entrepreneurial projects, and actively cultivating them to become entrepreneurial entities. Experimental venues and experimental instruments and equipment should be provided free of charge to students participating in the project; technical, venue, policy, management and other support and entrepreneurial incubation services should be provided to students participating in innovation and entrepreneurship education projects. Through the school-enterprise joint model, we will build an extensive student entrepreneurship platform, actively promote college students to carry out scientific research and entrepreneurial activities, truly realize the integration of industry, learning, and research, and build a platform for college students to participate in entrepreneurship exercises. Actively explore the operating mechanism and effect evaluation of joint training of talents by scientific research institutions, enterprises and college student entrepreneurship and innovation bases. Qualified colleges and universities can establish college student science and technology parks to attract off-campus companies and guide on-campus students to join. At the same time, they can set up work-study positions to achieve mutual benefit and improve students' understanding of business management and operations.
In addition, the innovation and entrepreneurship base should provide project guidance, entrepreneurship training, legal aid, industrial and commercial taxation, risk assessment, project financing, incubation support and other consulting and services for entrepreneurial student teams or individuals. Recruit people with practical experience in entrepreneurship both inside and outside the school to serve as entrepreneurship instructors to provide entrepreneurial guidance to college students. Establish an entrepreneurial project resource library, guide college students to combine their professional fields and career interests, and transform college students' scientific and technological innovation projects, patents, etc. into entrepreneurial projects.