中国高教研究
中國高教研究
중국고교연구
China Higher Education Research
2015年
7期
75~78
,共null页
高校创新创业教育 观念变革 整体构想
高校創新創業教育 觀唸變革 整體構想
고교창신창업교육 관념변혁 정체구상
HEI innovation and entrepreneurship education; idea reform; overall plan
当前决定我国高校创新创业教育基本走向的关键在于更新观念.以全新的观念作为理论内核.构建与创新型国家建设相适应的创新创业教育范式。为此.迫切需要系统梳理创新创业教育在教育对象、知识体系和方法论体系方面存在的问题。树立“大创业教育观”:整体把握创新创业教育“一体两面”的突出特质.充分融合当前创新创业教育领域存在的“素质教育”和“职业教育”两种不同的教育价值取向,建构“广谱式”创新创业教育范式,实现从“两极”到“中介”的跨跃:准确把握创新创业教育的实践性特征,开展“实践导向”的课堂教学,构建“实践导向”的参与体验平台,探索“实践导向”的评价激励机制.建设形成“实践导向”的培养体系。
噹前決定我國高校創新創業教育基本走嚮的關鍵在于更新觀唸.以全新的觀唸作為理論內覈.構建與創新型國傢建設相適應的創新創業教育範式。為此.迫切需要繫統梳理創新創業教育在教育對象、知識體繫和方法論體繫方麵存在的問題。樹立“大創業教育觀”:整體把握創新創業教育“一體兩麵”的突齣特質.充分融閤噹前創新創業教育領域存在的“素質教育”和“職業教育”兩種不同的教育價值取嚮,建構“廣譜式”創新創業教育範式,實現從“兩極”到“中介”的跨躍:準確把握創新創業教育的實踐性特徵,開展“實踐導嚮”的課堂教學,構建“實踐導嚮”的參與體驗平檯,探索“實踐導嚮”的評價激勵機製.建設形成“實踐導嚮”的培養體繫。
당전결정아국고교창신창업교육기본주향적관건재우경신관념.이전신적관념작위이론내핵.구건여창신형국가건설상괄응적창신창업교육범식。위차.박절수요계통소리창신창업교육재교육대상、지식체계화방법론체계방면존재적문제。수립“대창업교육관”:정체파악창신창업교육“일체량면”적돌출특질.충분융합당전창신창업교육영역존재적“소질교육”화“직업교육”량충불동적교육개치취향,건구“엄보식”창신창업교육범식,실현종“량겁”도“중개”적과약:준학파악창신창업교육적실천성특정,개전“실천도향”적과당교학,구건“실천도향”적삼여체험평태,탐색“실천도향”적평개격려궤제.건설형성“실천도향”적배양체계。
The key of the basic developmental direction of the HEI Innovation and entrepreneurship education of China relies on upgrading its ideas. Paradigms of HEI innovation and entrepreneurship education will be brought up, catering to the national policy of building an innovative country as well. The educational objects, knowledge and methodology system of HEI innovation and entrepreneurship education are currently pressed for rearrangement to realize the new idea "Overall Entrepreneurship Education Idea", which stresses the entrepreneurship educational feature that it has "two aspects united as a whole", fully mixing both the exiting educational values: quality-oriented and vocational education in the field of entrepreneurship education and building the "university-wide" paradigm to realize the transformation of educational value from the "two poles" to the "medium". The practical nature of innovation and entrepreneurship education is emphasized through "practice-oriented" method which includes classroom teaching, construction of participating and experiencing platforms, exploration of the evaluation and inspiration system and building the student development system.