本文關(guān)鍵詞： 創(chuàng)業(yè)教育 創(chuàng)業(yè)人格 人格特質(zhì) 隱性課程　出處：《中國礦業(yè)大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：大眾創(chuàng)新,萬眾創(chuàng)業(yè)。近些年來,創(chuàng)業(yè)教育越來越受到政府、社會及教育界的高度重視,各方為此進(jìn)行了大量有益的探索與實踐。然而,結(jié)合當(dāng)下的實施情況來看,我國創(chuàng)業(yè)教育的實施效果并不盡如人意。盡管國家大力發(fā)展創(chuàng)業(yè)教育,頒布了一系列鼓勵創(chuàng)業(yè)的政策措施,但不少高校把創(chuàng)業(yè)教育曲解為向?qū)W生傳授五花八門的創(chuàng)業(yè)策略與技巧、鼓勵學(xué)生成立各式各樣的“創(chuàng)業(yè)公司”。這種把創(chuàng)業(yè)教育片面的等同為企業(yè)家培養(yǎng)的教育理念,不可避免的造成了大學(xué)生信念、品格、道德等非理性因素的缺失。創(chuàng)業(yè)人格作為創(chuàng)業(yè)者在學(xué)習(xí)或?qū)嵺`過程中影響自身行為的相對穩(wěn)定的心理特征,影響著大學(xué)生創(chuàng)業(yè)者的思想、情感和行為,是創(chuàng)業(yè)能力得以發(fā)揮的關(guān)鍵和動力保障。因此,在這種背景下,加強(qiáng)大學(xué)生創(chuàng)業(yè)群體的人格培養(yǎng)顯得勢在必行。隱性課程作為學(xué)校通過教育環(huán)境有意或者無意地傳遞給學(xué)生的非公開性教育經(jīng)驗,具有人格培養(yǎng)的屬性,對大學(xué)生的綜合素質(zhì)培養(yǎng)具有十分重要的意義。本篇論文從當(dāng)前我國創(chuàng)業(yè)教育的環(huán)境入手,從創(chuàng)業(yè)教育實效較差的現(xiàn)實狀況出發(fā),把社會對創(chuàng)業(yè)者的殷切呼喚與大學(xué)生創(chuàng)業(yè)人格缺失這一突出矛盾作為主要落腳點。在此過程中,通過對大學(xué)生創(chuàng)業(yè)活動中展現(xiàn)出的人格特質(zhì)進(jìn)行實證調(diào)研、分析,對隱性課程傳播規(guī)律的探討,證實創(chuàng)業(yè)群體中人格特質(zhì)存在的差異,并重點通過加強(qiáng)高校創(chuàng)業(yè)教育中隱性課程建設(shè)這一有效途徑,從物質(zhì)形態(tài)、精神形態(tài)、制度形態(tài)、行為形態(tài)等方面落實隱性課程對創(chuàng)業(yè)者人格特質(zhì)的培養(yǎng),最終達(dá)到健全完善大學(xué)生創(chuàng)業(yè)群體創(chuàng)業(yè)人格的目的,從而促進(jìn)創(chuàng)業(yè)教育卓有成效開展的目的。
[Abstract]:In recent years, entrepreneurship education has been paid more and more attention by the government, society and educational circles. The implementation of entrepreneurship education in China has not been satisfactory. Although the country has vigorously developed entrepreneurship education, it has promulgated a series of policies and measures to encourage entrepreneurship. However, many colleges and universities misinterpret entrepreneurship education as teaching students a variety of entrepreneurial strategies and techniques, encouraging students to set up various "start-up companies". Entrepreneurial personality, as a relatively stable psychological characteristic of entrepreneurs' influence on their own behavior in the process of study or practice, has an impact on the thought of college students' entrepreneurs, which inevitably leads to the lack of irrational factors such as belief, character, morality and so on. Emotion and behavior are the key and driving force for entrepreneurship. Therefore, in this context, It is imperative to strengthen the personality cultivation of college students' entrepreneurial group. As a kind of non-open educational experience that is transmitted to students intentionally or unintentionally by schools through educational environment, recessive curriculum has the attribute of personality cultivation. This paper starts from the current environment of entrepreneurship education in our country, starting from the reality of the poor effectiveness of entrepreneurship education, which is of great significance to the cultivation of college students' comprehensive quality. This paper focuses on the prominent contradiction between the eager call of the society to entrepreneurs and the lack of entrepreneurial personality of college students. In this process, through the empirical investigation and analysis of the personality characteristics shown in the entrepreneurial activities of college students, This paper discusses the spreading law of recessive curriculum, proves the difference of personality characteristics in entrepreneurial group, and emphasizes on strengthening the effective way of constructing recessive curriculum in entrepreneurship education from material form, spiritual form and system form. In the aspect of behavior form and so on, the hidden curriculum can cultivate the personality characteristics of the entrepreneurs, and finally achieve the goal of perfecting the entrepreneurial personality of the entrepreneurial groups of college students, thus promoting the effective development of entrepreneurship education.
【學(xué)位授予單位】：中國礦業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G647.38

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本文編號：1538899