高职院校创业教育模块化课程设计

发布时间：2018-01-08 21:35

本文关键词：高职院校创业教育模块化课程设计　出处：《四川外语学院》2012年硕士论文　论文类型：学位论文

【摘要】：从2002年全国9所创业教育试点学校确立至今，创业教育已在中国发展了10余年。这些年的创新创业实践并没有培养很多时代需要的创业型人才，究其原因之一在于国家将创业教育的重点放在了本科或研究生方面，对于高职院校创业教育的开展给予了较少的关注。正是由于创业教育在高职院校开展的时间较短，各个学校对于创业教育的重视度不一，高职院校的创业教育还存在诸多问题。高职学生创业教育的学习状况如何？创业课程的内容与实施是否完善？有哪些影响因素？应该设计怎样的课程才符合学生的需求和特点？带着对以上问题的思考便形成了本文立论的基础。本文运用文献法，对国内外创业教育、高职院校创业课程的相关文献进行了搜集梳理；运用了比较法，对以美国为代表的发达国家和以印度为代表的发展中国家的创业教育课程进行了分析，总结了我国高职院校创业教育发展的不足；运用了调查法，选择具有代表性的高职学生进行问卷调查以及部分教师、教学管理人员进行访谈，了解他们对于创业课程的认识和需求，为创业教育模块化课程设计寻找出路。在运用以上研究方法的基础上，本文首先对高职院校创业教育的课程学习情况进行了现状考察，分别从课程目标、课程内容、课程实施、课程评价四个方面进行调查，了解到创业教育课程方面存在的主要问题,如：超过70%的学生没有专门的创业课程教材；只有近6.3%的学生学习的创业知识来自于亲身实践；86.3%的学生希望开展更多室外的活动、实践锻炼，培养创业能力；80.4%的学生对学校开展的创业教育不满意。其次，本文从高职学生、课程本身、教育教学三个方面进行因素分析，总结了这三方面对于实施创业课程的影响。最后，，针对高职院校创业课程开展的不足，结合我国高职学生创业课程学习的实际情况，从创业教育课程目标、课程内容、课程实施、课程评价等方面提出了高职院校创业教育模块化课程设计的对策。本文旨在梳理模块化课程在创业教育中的应用，通过实证调查，发现我国高职院校创业教育存在诸多问题，明确高职学生创业教育课程的模块化特色，并希望通过这些初步研究为我国高职院校实施创业教育课程教学工作提供一定的帮助和借鉴。本文基于高职院校创业教育模块化课程提出的建议和策略，有待于笔者在今后的理论研究与实践工作中进一步证明和完善。
[Abstract]:Since the establishment of 9 pilot schools of entrepreneurship education in 2002, entrepreneurship education has been developed in China for more than 10 years. One of the reasons is that the national entrepreneurship education focuses on undergraduate or graduate students. Less attention has been paid to the development of entrepreneurship education in higher vocational colleges. It is precisely because of the short time that entrepreneurship education is carried out in higher vocational colleges, each school pays different attention to entrepreneurship education. There are still many problems in entrepreneurship education in higher vocational colleges. Is the content and implementation of entrepreneurship courses perfect? What are the influencing factors? What courses should be designed to meet the needs and characteristics of students? With the thinking of the above problems, it forms the basis of this thesis. Using the literature method, this paper collects and combs the related documents of entrepreneurship education and entrepreneurship courses in higher vocational colleges and universities at home and abroad. The comparative method is used to analyze the course of entrepreneurship education in the developed countries represented by the United States and in the developing countries represented by India, and the deficiency of the development of entrepreneurship education in higher vocational colleges in China is summarized. Using the method of investigation, select the representative students of higher vocational school questionnaire survey and some teachers, teaching managers to interview to understand their knowledge and needs for entrepreneurship courses. To find a way out for the modular curriculum design of entrepreneurship education. On the basis of the above research methods, this paper first studies the current situation of entrepreneurship education in higher vocational colleges, respectively from the curriculum objectives, curriculum content, curriculum implementation. Four aspects of curriculum evaluation are investigated to find out the main problems in entrepreneurship education curriculum, such as: more than 70% students do not have special entrepreneurship curriculum teaching materials; Only nearly 6.3% students learn entrepreneurial knowledge from personal practice; 86.3% of the students hope to carry out more outdoor activities, practice exercise, and cultivate entrepreneurial ability; 80.4% of the students are not satisfied with the entrepreneurship education carried out by the school. Secondly, this paper analyzes the factors from the three aspects of higher vocational students, the curriculum itself and the education and teaching. This paper summarizes the impact of these three aspects on the implementation of entrepreneurship curriculum. Finally, in view of the lack of entrepreneurship curriculum in higher vocational colleges, combined with the actual situation of our country's higher vocational students' entrepreneurial curriculum learning, from the entrepreneurship education curriculum objectives. The countermeasures of modularization curriculum design of entrepreneurship education in higher vocational colleges are put forward in the aspects of curriculum content, curriculum implementation and curriculum evaluation. The purpose of this paper is to comb the application of modular curriculum in entrepreneurship education, through empirical investigation, we find that there are many problems in entrepreneurship education in higher vocational colleges, and clarify the modularization characteristics of entrepreneurship education courses for higher vocational students. Through these preliminary studies, we hope to provide some help and reference for the implementation of entrepreneurship education curriculum teaching in higher vocational colleges in China. This paper based on the proposals and strategies put forward by the modular course of entrepreneurship education in higher vocational colleges. To be further proved and perfected in the future theoretical research and practice.
【学位授予单位】：四川外语学院
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G717.38

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