本文關鍵詞：高職院校創(chuàng)業(yè)教育模塊化課程設計　出處：《四川外語學院》2012年碩士論文　論文類型：學位論文

  更多相關文章： 高職院校 創(chuàng)業(yè)教育 模塊化 課程設計

【摘要】：從2002年全國9所創(chuàng)業(yè)教育試點學校確立至今，創(chuàng)業(yè)教育已在中國發(fā)展了10余年。這些年的創(chuàng)新創(chuàng)業(yè)實踐并沒有培養(yǎng)很多時代需要的創(chuàng)業(yè)型人才，究其原因之一在于國家將創(chuàng)業(yè)教育的重點放在了本科或研究生方面，對于高職院校創(chuàng)業(yè)教育的開展給予了較少的關注。正是由于創(chuàng)業(yè)教育在高職院校開展的時間較短，各個學校對于創(chuàng)業(yè)教育的重視度不一，高職院校的創(chuàng)業(yè)教育還存在諸多問題。高職學生創(chuàng)業(yè)教育的學習狀況如何？創(chuàng)業(yè)課程的內容與實施是否完善？有哪些影響因素？應該設計怎樣的課程才符合學生的需求和特點？帶著對以上問題的思考便形成了本文立論的基礎。 本文運用文獻法，對國內外創(chuàng)業(yè)教育、高職院校創(chuàng)業(yè)課程的相關文獻進行了搜集梳理；運用了比較法，對以美國為代表的發(fā)達國家和以印度為代表的發(fā)展中國家的創(chuàng)業(yè)教育課程進行了分析，總結了我國高職院校創(chuàng)業(yè)教育發(fā)展的不足；運用了調查法，選擇具有代表性的高職學生進行問卷調查以及部分教師、教學管理人員進行訪談，了解他們對于創(chuàng)業(yè)課程的認識和需求，為創(chuàng)業(yè)教育模塊化課程設計尋找出路。 在運用以上研究方法的基礎上，本文首先對高職院校創(chuàng)業(yè)教育的課程學習情況進行了現(xiàn)狀考察，分別從課程目標、課程內容、課程實施、課程評價四個方面進行調查，了解到創(chuàng)業(yè)教育課程方面存在的主要問題,如：超過70%的學生沒有專門的創(chuàng)業(yè)課程教材；只有近6.3%的學生學習的創(chuàng)業(yè)知識來自于親身實踐；86.3%的學生希望開展更多室外的活動、實踐鍛煉，培養(yǎng)創(chuàng)業(yè)能力；80.4%的學生對學校開展的創(chuàng)業(yè)教育不滿意。其次，本文從高職學生、課程本身、教育教學三個方面進行因素分析，總結了這三方面對于實施創(chuàng)業(yè)課程的影響。最后，，針對高職院校創(chuàng)業(yè)課程開展的不足，結合我國高職學生創(chuàng)業(yè)課程學習的實際情況，從創(chuàng)業(yè)教育課程目標、課程內容、課程實施、課程評價等方面提出了高職院校創(chuàng)業(yè)教育模塊化課程設計的對策。 本文旨在梳理模塊化課程在創(chuàng)業(yè)教育中的應用，通過實證調查，發(fā)現(xiàn)我國高職院校創(chuàng)業(yè)教育存在諸多問題，明確高職學生創(chuàng)業(yè)教育課程的模塊化特色，并希望通過這些初步研究為我國高職院校實施創(chuàng)業(yè)教育課程教學工作提供一定的幫助和借鑒。本文基于高職院校創(chuàng)業(yè)教育模塊化課程提出的建議和策略，有待于筆者在今后的理論研究與實踐工作中進一步證明和完善。
[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.
【學位授予單位】：四川外語學院
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G717.38

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