普通高等学校创业教育研究

VIP免费
3.0 赵德峰 2024-11-19 4 4 651.01KB 83 页 15积分
侵权投诉
1
摘要
随着我国社会主义市场经济体制的不断发展，创业对经济发展的巨大作用越
来越受到重视。一方面，社会经济的发展对人才素质提出了更高的要求；另一方
面，高校扩招使大学生就业面临严峻挑战。这一切都要求我国普通高等学校顺应
社会发展要求，改革人才培养模式，把创业型人才培养纳入人才培养目标。高校
开展创业教育既是时代提出的要求，也是社会发展的必然趋势。
本文在阐述高等学校创业教育的意义和基本理论的基础上，以大学生创业的
一般过程为视角，把高校创业教育过程划分为三个阶段，从而构建出高校创业教
育的基本模型。并采用模糊综合评价法对高校创业教育进行评价。最后本文理论
联系实际，对笔者所在的上海理工大学创业教育进行了实证分析。
本文在大量理论及应用研究的基础上，取得了以下研究成果：
1. 以大学生创业的一般过程为视角，对高校创业教育全过程进行分析，并创
造性地把高校创业教育过程划分为创业准备篇、创业初步构想篇和创业实施篇三
个阶段。指出每一阶段高校开展创业教育相应的特点和内容。这类划分改变了现
有文献对高校创业教育过于笼统的研究，使高校创业教育研究和实践都显得脉络
清晰，有章可循。
2. 以对高校创业教育过程的划分为基础，对高校创业教育的目标与内容、方
式与途径、阶段与过程三大因素进行划分和关系分析，构建出普通高校创业教育
的模型并分析了模型的实用性。这一模型的构建，既有较为充分的理论依据，也
与我国高等教育教学的实际比较贴近，易被人们理解和认可，也具有一定的可操
作性；该模型对高校创业教育的研究和开展具有一定的参考意义。
3.依据创业教育的特点，采用模糊综合评价法对高校创业教育进行评价。模糊
综合评价尝试用于创业教育评价，取得定量评价结果，可以使高校创业教育评价
更科学、更全面、更有参考价值。也为全体受教育者的全面发展、全程发展提供
具体的可操作的导向，具有一定的实践意义。
关键词：高等学校 创业教育 创业教育模型 模糊综合评价法
2
ABSTRACT
With the development of China’s socialism market-oriented economy system, the
great effect of employment creation upon the development of economy has been paid
more and more attention to. On the one hand, the development of social economy
requires higher quality of persons; on the other hand, the continuous extension of
enrolling students makes the undergraduates face the high pressure of obtaining
employment. Both of them require the higher educational institutions take enterprise
education for the students. It is decided not only by the innovation and development of
education, but by the trend of the epoch and social development.
The paper narrates some basic theory about enterprise education, and analyses
the whole process of starting an enterprise for students. On the basis of this, brings
forward the mode of enterprise education in the field of higher educational institutions
and describes the evaluation on enterprise education in Chinese higher educational
institutions with the way of fuzzy comprehension evaluation. Finally, discusses the
enterprises education system of the University of Shanghai for Science and Technology
as an example.
The main research results this paper gets are:
1. It divides the whole process of enterprise education for higher educational
institutions into three parts, including preparations for starting an enterprise, business
originality generating and starting an enterprise. And analyses what measures of
enterprise education for higher educational institutions should take in each process.
2. It analyses the relationship about the three factors of enterprise education in the
field of higher educational institutions and brings forward the mode of enterprise
education about higher educational institutions. This mode has some inference meaning
for carrying out the enterprise education in higher educational institutions in our
country.
3. It describes the evaluation on enterprise education in Chinese higher educational
institutions with the way of fuzzy comprehension evaluation. This method makes the
evaluation more reasonable.
Key words: Higher Educational Institutions, Enterprise Education,
Enterprise Education Mode, Fuzzy Comprehension
Evaluation
3
目录
中文摘要
ABSTRACT
第一章 绪论 ······································································································ 1
§1. 1 创业教育研究的意义 ················································································1
§1. 1. 1 高校开展创业教育的意义 ·································································· 1
§1. 1. 2 高校创业教育研究的意义 ·································································· 3
§1. 2 国内外研究现状 ······················································································4
§1. 2. 1 国外研究现状 ················································································· 4
§1. 2. 2 国内研究现状 ················································································· 5
§1. 3 研究目标、内容和方法 ············································································ 6
§1. 3. 1 研究目标 ······················································································· 6
§1. 3. 2 研究内容 ······················································································· 6
§1. 3. 3 研究方法 ······················································································· 7
第二章 理论基础 ································································································ 8
§2.1 创业教育的含义 ······················································································ 8
§2. 1. 1 创业教育的概念 ·············································································· 8
§2. 1. 2 创业教育概念的提出 ····································································· 10
§2. 1. 3 创业教育与创新教育、素质教育的关系 ·············································12
§2. 2 我国高等学校的创业教育 ······································································ 13
§2. 2. 1 我国高校开展创业教育的必要性 ······················································13
§2. 2. 2 我国高校创业教育的实施现状 ························································· 15
§2. 2. 3 我国高校创业教育存在的问题 ·························································· 16
第三章 创业教育的第一阶段 ················································································· 18
§3.1 创业基本素质培养 ··················································································18
§3. 1. 1 创业基本素质的概念和内涵 ···························································· 18
§3. 1. 2 创业基本素质的要素及其培养 ·························································· 19
§3. 2 创业基本知识培养 ················································································· 22
§3. 2. 1 创业知识结构的建构 ·······································································22
§3. 2. 2 专业知识培养 ················································································ 22
§3. 2. 3 非专业知识培养 ·············································································22
第四章 创业教育的第二阶段 ················································································· 25
§4. 1 创业第二课堂 ······················································································· 25
§4. 1. 1 第二课堂活动的优势 ·······································································25
§4. 1. 2 高校第二课堂创业教育应坚持的理念 ················································· 26
§4. 1. 3 高校开展第二课堂创业教育体系的方式 ·············································· 27
§4. 2 学生参与教师科研项目 ··········································································· 29
§4. 3 创业实践 ······························································································ 30
第五章 创业教育的第三阶段 ················································································· 33
4
§5. 1 大学科技园 ·························································································· 33
§5. 1. 1 大学科技园的由来 ··········································································33
§5. 1. 2 大学科技园的概念与本质 ·································································34
§5. 1. 3 大学科技园研究的理论基础 ····························································· 35
§5. 2 大学科技园的发展模式 ··········································································· 37
§5. 2. 1 目前大学科技园的建设模式 ····························································· 37
§5. 2. 2 改进大学科技园现有模式的必要性 ···················································· 38
§5. 2. 3 大学科技园的发展新模式探讨 ·························································· 39
§5. 3 大学科技园与高校创业教育 ······································································40
§5. 3. 1 以大学科技园为基础开展创业教育的可行性 ········································ 40
§5. 2. 2 把大学科技园发展成创业教育的可靠依托 ··········································· 41
第六章 高校创业教育的基本模型 ··········································································· 43
§6. 1 高校创业教育因素划分 ··········································································· 43
§6. 2 高校创业教育关系分析 ··········································································· 46
§6. 3 高校创业教育模型构建 ··········································································· 50
第七章 高校创业教育评价 ···················································································· 53
§7. 1 创业教育评价的目的和原则 ·····································································53
§7. 1. 1 创业教育评价的目的 ·······································································53
§7. 1. 2 创业教育评价的原则 ·······································································53
§7. 2 评价方法 ······························································································ 54
§7. 2. 1 模糊综合评价法概述 ·······································································54
§7. 2. 2 模糊综合评价法应用于创业教育评价的可行性 ····································· 55
§7. 3 建立一个两级模糊综合创业教育评价体系模型 ·············································57
§7. 3. 1 评价指标介绍 ················································································57
§7. 3. 2 建立三校对比考评模型 ·········································································62
第八章 案例分析 ································································································ 66
§8. 1 上海理工大学创业教育体系 ··································································· 66
§8. 1. 1 上海理工大学简介 ·········································································· 66
§8. 1. 2 上海理工大学创业教育目标 ······························································ 66
§8. 1. 3 上海理工大学创业教育措施 ····························································· 67
§8. 1. 4 上海理工大学创业教育配套设施 ························································ 69
§8.1.5 大学生创业长效机制建设 ·································································· 70
§8. 2 上海理工大学创业教育分析 ·····································································71
§8. 2. 1 上海理工大学创业教育成就 ······························································ 71
§8. 2. 2 上海理工大学创业教育存在的问题及相关建议 ······································ 73
结束语 ·············································································································· 76
第一章 绪论
1
第一章 绪论
§1. 1 创业教育研究的意义
§1. 1. 1 高校开展创业教育的意义
1. 高校开展创业教育对大学生群体的意义
首先，创业教育是大学生适应知识经济和高新技术发展的必要。
知识经济是以现代高新科技为主导的经济，现代高新科技表现出三个明显的
特点：一是发展速度快；二是多学科互相交叉、互相渗透、互相融合，产生新的
学科；三是科学技术转化为生产力的时间越来越短。与此同时，教育国际化已经
成为世界教育不可逆转的趋势，我国正面临着知识经济的挑战，处于产业结构调
整的关键时期，加强知识创新和技术创新、发展高科技以及实现产业化，是我国
经济发展面临的深层次的问题，是提高国民经济整体综合实力、实现跨越式发展
的紧迫要求，也是应对国际竞争的战略抉择。
其次，创业教育是大学生适应教育国际化和世界教育改革与发展的必要。
伴随着知识经济的降临而萌发的创业教育，正在随着知识经济的发展而成为
世界高等教育发展和改革的新趋势。联合国教科文组织于 1999 年4月在汉城举行
的第二届国际职业技术教育大会，突出强调要加强创业教育，着重培养学生的创
业能力。同年 6月斯图加特欧洲大会的主题“企业家独立性——欧洲教育的一个
目标”，就是要加强创业教育。大会提出：教育需要企业家思维，要向学生提供创
业的知识和机会。创业能力是一种核心能力，它对个人在各种工作领域激发创造
力和革新性至关重要。各国都高度重视培养学生创业素质以及创造性和革新能力、
把握和创造机会的能力、对承担风险进行计算的能力以及懂得一些基本的企业经
营概念，如生产力、成本和自我创业的技能等。
第三，创业教育是大学生自我发展的必要。
当代大学生要在今后具有更强的竞争能力，仅仅掌握扎实的基础理论知识和
技能已不能满足需要，还必须培养自己的创业素质和掌握一定的创业知识和技能。
创业教育的主要特点就是从学生的实际出发，根据经济社会的发展变化，通过各
种教育手段，在教育过程中提高学生发现问题、分析问题和解决问题的能力；同
时，又特别强调培养学生的自我意识、参与意识和实干精神，使学生掌握创业技
能，以便能在社会生活中随机应变地进行创业活动。因此，开展创业教育也是学
普通高等学校创业教育研究
2
生自我发展，实现自我价值的需要。
最后，创业教育是大学生适应就业形势变化的必要。
为了满足人民对接受高等教育的强烈需求，自 1999 年我国高校持续扩招，高
等教育大众化的进程明显加快，但是由其带来的就业问题尤其是高端岗位的就业
问题逐步凸现。根据教育部提供的数据，2002 年全国大学毕业生总数为 145 万人，
其后每年以 80 万人的左右的增幅上升，预计 2007 年将到 495 万人。
[1]而教育部近
几年公布的高校毕业生初次就业率均为 70％左右，因此势必每年都会有一批大学
生毕业后不能马上找到工作。部分毕业生为求饭碗不惜屈就诸如仓库保管之类低
端就业岗位，进而影响到整个社会就业的就业问题。目前，大学毕业生的大量供
给与市场需求的矛盾十分突出，毕业生的就业问题越来越受到社会关注，照此发
展下去，势必会影响到和谐社会的建设和发展，因此加强高校大学生的创业教育
势在必行。接受高等教育的大学毕业生不应成为社会“抢饭碗”的主力军，而应
成为为社会创造就业岗位的生力军。创业教育就是要通过对大学生的创新意识、
创造精神和创业能力的培养，使大学生“不仅成为求职者，而且逐渐成为工作岗
位的创造者。” [2]
2. 高校开展创业教育对高校本身的意义
首先，创业教育是高校培养创业型人才的必然要求。
随着中国加入 WTO，大学生就业岗位、就业方式多元化的趋势进一步加剧，
人才竞争将更加激烈。高校培养的人才是为社会主义市场经济服务的，市场经济
的重要特征是竞争，中华民族要在世界竞争中立于不败之地，必须培养具有开创
精神的个体和群体，从而构建和塑造整个民族的开创型性格，以适应多变的国际
环境和应对未来世界的挑战。知识经济时代高科技产业的发展状况是一个国家国
际竞争力的主要决定因素，这就要求高校应把培养具有创业意识、创业心理、创
业能力的创业型人才放在首位，从科教兴国的战略高度来认识创业教育的重要性。
因为从现实看，经济的发展对传统的工作岗位已造成冲击，未来工作岗位将越来
越多地脱离传统的模式和要求，更多潜在的或前人未涉足的新型岗位将不断涌现，
而未来的新型岗位必须由具有创业意识和创业能力的人来开拓。只有培养更多更
高素质的创业型人才，才能使中国特色的社会主义事业在更高层次和更广的领域
直接面对全球技术、信息和资本市场的竞争。而长期以来高校培养的大多是传统
的就业型人才，他们缺乏创业意识和创业能力，难以在充满机遇和挑战的社会环
境中更好地开拓事业。必须通过创业教育，挖掘大学生的创业潜能，培养大学生
勤奋进取、开拓创新的个性，使大学生由知识的拥有者变成直接为社会创造价值
的创业者。
摘要：

1摘要随着我国社会主义市场经济体制的不断发展，创业对经济发展的巨大作用越来越受到重视。一方面，社会经济的发展对人才素质提出了更高的要求；另一方面，高校扩招使大学生就业面临严峻挑战。这一切都要求我国普通高等学校顺应社会发展要求，改革人才培养模式，把创业型人才培养纳入人才培养目标。高校开展创业教育既是时代提出的要求，也是社会发展的必然趋势。本文在阐述高等学校创业教育的意义和基本理论的基础上，以大学生创业的一般过程为视角，把高校创业教育过程划分为三个阶段，从而构建出高校创业教育的基本模型。并采用模糊综合评价法对高校创业教育进行评价。最后本文理论联系实际，对笔者所在的上海理工大学创业教育进行了实证分析...

展开>> 收起<<
普通高等学校创业教育研究.pdf

共83页,预览9页

还剩页未读， 继续阅读

相关推荐

更多
立即下载
作者：赵德峰 分类：高等教育资料 价格：15积分 属性：83 页 大小：651.01KB 格式：PDF 时间：2024-11-19

开通VIP享超值会员特权

  • 多端同步记录
  • 高速下载文档
  • 免费文档工具
  • 分享文档赚钱
  • 每日登录抽奖
  • 优质衍生服务

作者详情

相关内容

更多

推荐作者

热门标签

/ 83
评分 收藏
分享
立即下载 VIP免费下载
客服
关注