發(fā)布時間：2018-03-18 20:12

  本文選題：全校性　切入點：創(chuàng)業(yè)教育　出處：《東北師范大學》2013年碩士論文　論文類型：學位論文

【摘要】：創(chuàng)業(yè)教育正式進入高校教育是從1947年哈佛大學商學院教授邁爾斯·梅斯（MylesMace）針對學校MBA學員開設(shè)創(chuàng)業(yè)課程開始的。不過，由于受當時美國社會經(jīng)濟環(huán)境的制約——以大企業(yè)為主流經(jīng)濟主體，創(chuàng)業(yè)以及創(chuàng)業(yè)教育并沒有廣泛得到關(guān)注和重視。到20世紀80年代之后，美國科技創(chuàng)業(yè)教育的興起創(chuàng)造了美國以“硅谷”為代表的新經(jīng)濟發(fā)展的奇跡，從此，創(chuàng)業(yè)和創(chuàng)業(yè)教育逐漸被越來越多的國家和組織重視，并逐漸發(fā)展起來。1989年，聯(lián)合國教科文組織在北京召開的“面向21世紀教育國際研討會”上提出“Enterprise Education”一詞，即“事業(yè)心和開拓技能教育”，后來，中國學者彭鋼等將其譯為“創(chuàng)業(yè)教育”。研討會上提出“把事業(yè)心和開拓技能教育提高到目前學術(shù)性和職業(yè)性教育護照所享有的同等地位�！雹佟磩�(chuàng)業(yè)教育將成為“學習的第三張通行證”。進一步強調(diào)了創(chuàng)業(yè)教育的重要地位，以及要著重培養(yǎng)學生的事業(yè)心和開拓技能。 在十六屆五中全會上，胡錦濤同志明確提出了建設(shè)創(chuàng)新型國家的重大戰(zhàn)略思想。在創(chuàng)新型國家建設(shè)和創(chuàng)新型人才培養(yǎng)的戰(zhàn)略方針指引下，進行“全校性”創(chuàng)業(yè)教育，培養(yǎng)大學生的創(chuàng)新創(chuàng)業(yè)精神，是我國社會經(jīng)濟發(fā)展的必然要求，也是大學生自身綜合素質(zhì)提升的重要途徑。而“全校性”創(chuàng)業(yè)教育組織模式的建立，也正是創(chuàng)業(yè)教育完善和發(fā)展的基礎(chǔ)，是實現(xiàn)“全校性”創(chuàng)業(yè)教育的重要環(huán)節(jié)。 全文共分四個部分，第一部分：引言，包括主要概念的解析、研究現(xiàn)狀、文章的研究目的與意義、主要內(nèi)容和創(chuàng)新之處、研究思路與方法；第二部分：是對美國“全校性”創(chuàng)業(yè)教育組織模式的研究，在詳細介紹美國現(xiàn)有創(chuàng)業(yè)教育組織模式之后，闡釋了美國創(chuàng)業(yè)教育組織模式的產(chǎn)生及其發(fā)展階段，同時闡明各模式之間的關(guān)系，最后進行典型案例分析，加深了對美國創(chuàng)業(yè)教育組織模式的認識和理解，為建立我國創(chuàng)業(yè)教育的組織模式提供參考和借鑒；第三部分：是中國“全校性”創(chuàng)業(yè)教育的組織模式研究，該部分介紹了我國創(chuàng)業(yè)教育的發(fā)展歷程，并對我國開展“全校性”創(chuàng)業(yè)教育何以成為必然趨勢做了分析，最后，通過歸納分析我國現(xiàn)有高校開展的創(chuàng)業(yè)教育模式，嘗試歸納了我國三個典型的創(chuàng)業(yè)教育組織模式。第四部分：基于中美的比較研究，對我國“全校性”創(chuàng)業(yè)教育組織模式發(fā)展趨勢進行了論述，同時，針對不同類型高校應如何選擇合適的組織模式提出了建議，最后，筆者大膽嘗試建立了我國“三位一體”的“全校性”創(chuàng)業(yè)教育組織模式體系模型，試圖為我國“全校性”創(chuàng)業(yè)教育組織模式體系的建立提供有益參考。
[Abstract]:Entrepreneurship education was officially introduced to college education since 1947, when Harvard Business School professor Myles Myers Macestarted an entrepreneurship course for MBA students. Because of the constraints of the social and economic environment of the United States at that time, with large enterprises as the mainstay of the economy, entrepreneurship and entrepreneurship education did not receive widespread attention and attention. After 1980s, The rise of American science and technology entrepreneurship education has created the miracle of the new economic development represented by "Silicon Valley" in the United States. Since then, entrepreneurship and entrepreneurship education has gradually been attached importance to by more and more countries and organizations, and gradually developed. 1989, The term "Enterprise Education" was proposed by UNESCO at the International Symposium on Education for 21th century, held in Beijing. Peng Gang, a Chinese scholar, translated it into "entrepreneurship education." at the seminar, it was proposed that "raise the education of career and skills development to the same status as the current passport of academic and vocational education." 1- that is, entrepreneurship education will become "learning." Xi's third pass "... further emphasized the importance of entrepreneurship education, And to focus on cultivating students' career and pioneering skills. At the Fifth Plenary session of the 16 CPC Central Committee, Comrade Hu Jintao clearly put forward the important strategic idea of building an innovative country. Under the guidance of the strategic policy of building an innovative country and training innovative talents, he carried out "whole-school" entrepreneurship education. It is an inevitable requirement for the social and economic development of our country to cultivate the innovative entrepreneurial spirit of college students, and it is also an important way to improve the comprehensive quality of college students. It is also the foundation of the improvement and development of entrepreneurship education, which is an important link to realize the "whole school" entrepreneurship education. The paper is divided into four parts: the introduction, including the analysis of the main concepts, research status, the purpose and significance of the article, the main content and innovation, research ideas and methods; The second part is the study of the organization mode of "whole school" entrepreneurship education in the United States. After introducing the existing organization mode of entrepreneurship education in the United States in detail, it explains the emergence and development stage of the organization mode of entrepreneurship education in the United States. At the same time, it clarifies the relationship between the different models, and finally carries on the typical case analysis, deepens the understanding and the understanding to the American entrepreneurship education organization pattern, provides the reference and the reference for the establishment our country entrepreneurship education organization pattern; The third part is the research on the organization mode of "whole school" entrepreneurship education in China. This part introduces the development course of entrepreneurship education in China, and analyzes why it becomes an inevitable trend to carry out "whole school" entrepreneurship education in China. Through the induction and analysis of the entrepreneurship education models carried out by the existing universities in China, this paper tries to sum up three typical organizational models of entrepreneurship education in China. Part 4th: based on the comparative study between China and the United States, This paper discusses the developing trend of the organizational mode of "whole-school" entrepreneurship education in China, and puts forward some suggestions on how to choose the appropriate organizational model for different types of colleges and universities. The author tries boldly to establish the "whole school" organization mode system model of "the whole school" in our country, and attempts to provide the beneficial reference for the establishment of the "whole school" enterprise education organization mode system in our country.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G647.38

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