【摘要】：創(chuàng)新創(chuàng)業(yè)是推進(jìn)社會(huì)經(jīng)濟(jì)發(fā)展重要且不可忽視的力量,是拉動(dòng)經(jīng)濟(jì)快速增長的積極因素。2015年十二屆全國人大三次會(huì)議上,李克強(qiáng)總理在《政府工作報(bào)告》中指出要大力開展“大眾創(chuàng)業(yè)、萬眾創(chuàng)新”,中職生作為“大眾”的重要組成部分,是未來推動(dòng)創(chuàng)新創(chuàng)業(yè)的重要力量,創(chuàng)業(yè)是中職生緩解當(dāng)前就業(yè)壓力、實(shí)現(xiàn)自我人生價(jià)值與理想的關(guān)鍵途徑。創(chuàng)業(yè)教育也是中職學(xué)校人才培養(yǎng)模式轉(zhuǎn)變與發(fā)展的實(shí)際需要,近幾年來,創(chuàng)業(yè)教育在各個(gè)中職學(xué)校如火如荼地展開。本研究通過對(duì)中職生創(chuàng)業(yè)自我效能感現(xiàn)狀調(diào)查及創(chuàng)業(yè)課程教育干預(yù)效果的實(shí)證研究,了解中職生創(chuàng)業(yè)自我效能感的總體狀況及其影響因素,探討創(chuàng)業(yè)課程教育活動(dòng)對(duì)中職生創(chuàng)業(yè)自我效能感的實(shí)際影響,從而在理論與實(shí)證兩方面為政府部門、各個(gè)中職學(xué)校的創(chuàng)業(yè)教育具體決策探索新路徑提供理論補(bǔ)充。本研究對(duì)688名中職生的創(chuàng)業(yè)自我效能感水平以及其表現(xiàn)特點(diǎn)進(jìn)行了具體的探究,選取了選修創(chuàng)業(yè)課程的75名中職生和75名未選修創(chuàng)業(yè)課程的中職生進(jìn)行討論研究中職創(chuàng)業(yè)教育對(duì)中職生創(chuàng)業(yè)自我效能感的實(shí)際影響效果;運(yùn)用相關(guān)樣本T檢驗(yàn)、獨(dú)立樣本T檢驗(yàn)、方差分析等多種統(tǒng)計(jì)學(xué)方法進(jìn)行探討與分析,得出如下結(jié)論:(1)中職生的創(chuàng)業(yè)自我效能感水平主要表現(xiàn)為以下幾個(gè)方面的特點(diǎn):當(dāng)前中職生的總體創(chuàng)業(yè)自我效能感正處在中等水平;男中職生與女中職生在創(chuàng)業(yè)自我效能感總分等多個(gè)維度具有顯著的差異;不同年級(jí)的中職生在各個(gè)方面不存在統(tǒng)計(jì)學(xué)差異;機(jī)電專業(yè)的學(xué)生在情緒調(diào)控效能感這一方面顯著高于另外的各個(gè)專業(yè);來自城市的中職生在創(chuàng)業(yè)自我效能感總分以及情緒調(diào)控效能感、創(chuàng)新效能感這兩個(gè)維度上顯著高于來自鄉(xiāng)村和縣鎮(zhèn)的中職生;非獨(dú)生子女中職生的創(chuàng)業(yè)學(xué)習(xí)效能感要顯著高于獨(dú)生子女中職生;家庭曾經(jīng)有創(chuàng)業(yè)經(jīng)歷的中職生的創(chuàng)業(yè)自我效能感總分和創(chuàng)新效能感均顯著高于未曾經(jīng)創(chuàng)業(yè)家庭的中職生;擁有社會(huì)實(shí)踐經(jīng)歷的中職生在創(chuàng)業(yè)自我效能感總分及情緒調(diào)控、機(jī)會(huì)識(shí)別、創(chuàng)業(yè)學(xué)習(xí)、協(xié)調(diào)管理效能感這五個(gè)維度上均比無社會(huì)實(shí)踐經(jīng)歷的中職生有更高的效能感水平。(2)創(chuàng)業(yè)教育能顯著的提高中職生的創(chuàng)業(yè)自我效能感,有積極的正向作用。在經(jīng)過創(chuàng)業(yè)課程教育學(xué)習(xí)之后,實(shí)驗(yàn)組中職生的前后測(cè)得分存在顯著差異(p0.01);實(shí)驗(yàn)組和對(duì)照組中職生在協(xié)調(diào)管理能力和創(chuàng)業(yè)學(xué)習(xí)效能感上均存在顯著差異(p0.01)�；诟深A(yù)研究的結(jié)果,提出了有效提升中職生創(chuàng)業(yè)自我效能感的教育課程,為推動(dòng)中職學(xué)校創(chuàng)業(yè)課程教育的持續(xù)發(fā)展,提升學(xué)生創(chuàng)業(yè)心理特質(zhì)與創(chuàng)業(yè)自我效能感提出更為有效的建議。
[Abstract]:Innovation and entrepreneurship are important and not negligible forces to promote social and economic development, and are positive factors in stimulating rapid economic growth. At the third session of the 12th National people's Congress in 2015, Prime Minister Li Keqiang pointed out in the "Government work report" that it is necessary to vigorously carry out "mass entrepreneurship, mass innovation" and that secondary vocational students, as an important part of "public", are important forces in promoting innovation and entrepreneurship in the future. Entrepreneurship is the key way for secondary vocational students to relieve the current employment pressure and realize their own life value and ideal. Entrepreneurship education is also the practical need of the transformation and development of talents training mode in secondary vocational schools. In recent years, entrepreneurship education in various vocational schools in full swing. By investigating the current situation of entrepreneurial self-efficacy of secondary vocational school students and the effect of education intervention of entrepreneurship curriculum, this study is to understand the overall situation of entrepreneurial self-efficacy of vocational school students and its influencing factors. This paper probes into the practical influence of entrepreneurship curriculum education activities on the entrepreneurial self-efficacy of secondary vocational school students, thus providing a theoretical supplement for the government departments and each secondary vocational school to explore new ways of making specific decisions on entrepreneurship education in both theoretical and empirical aspects. In this study, the level of entrepreneurial self-efficacy and its performance characteristics of 688 secondary vocational students were investigated. In this paper, 75 secondary vocational students and 75 non-elective secondary vocational students were selected to discuss the actual effect of secondary vocational education on entrepreneurial self-efficacy of secondary vocational school students, and the relevant sample T test was used to study the effect of entrepreneurship education on entrepreneurial self-efficacy of secondary vocational school students. Independent sample T-test, ANOVA and other statistical methods were discussed and analyzed. The following conclusions are drawn: (1) the level of entrepreneurial self-efficacy of secondary vocational students is mainly characterized by the following aspects: at present, the overall sense of entrepreneurial self-efficacy of secondary vocational students is at the middle level; There are significant differences between male secondary vocational students and female secondary vocational students in the total scores of entrepreneurial self-efficacy, but there is no statistical difference in different grades. The students majoring in mechanical and electrical majors were significantly higher than the other majors in terms of emotional control efficacy, the total score of entrepreneurial self-efficacy and the emotional control efficacy of secondary vocational students from cities. The two dimensions of innovation efficacy are significantly higher than that of secondary vocational students from rural and county towns, and the entrepreneurial learning efficacy of non-only child secondary vocational students is significantly higher than that of only child secondary vocational students. The total scores of entrepreneurial self-efficacy and innovative self-efficacy of secondary vocational students with family experience were significantly higher than those of non-entrepreneurial families, and the total scores of entrepreneurial self-efficacy and emotional regulation of secondary vocational students with social practice experience were significantly higher than those of non-entrepreneurial families. The five dimensions of opportunity recognition, entrepreneurial learning and coordinated management efficacy are higher than those of secondary vocational students without social practice. (2) Entrepreneurial education can significantly improve the entrepreneurial self-efficacy of secondary vocational students and has a positive effect. After the education and study of entrepreneurship course, there were significant differences between the experimental group and the control group (p0.01) in the ability of coordination management and the sense of entrepreneurial learning efficacy (p0.01). Based on the results of the intervention study, this paper puts forward an effective educational curriculum to promote the entrepreneurial self-efficacy of secondary vocational school students, in order to promote the sustainable development of entrepreneurship curriculum education in secondary vocational schools. To improve students' entrepreneurial psychological characteristics and entrepreneurial self-efficacy to put forward more effective suggestions.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G717.38

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本文編號(hào)：2138037