On the Integration of Entrepreneurship Education and Professional Education in Colleges and Universities

The deep integration is an important issue worth exploring.

I. Innovation, Entrepreneurship and Innovation of University Talents The Austrian economist Joseph Schumpeter explained the concept of “innovation” for the first time in the book Economic Development Theory and initiated theoretical research on innovation. He believes that innovation is "the establishment of production function" and "newCombinationsofproductiveness". At the same time, Schumpeter also divided the innovations in social and economic activities into five types: one is to adopt a new product, that is, the product that the consumer is not familiar with, or the new characteristics of a product; the second is to adopt A new production method, that is, a method that has not yet passed the empirical verification in the relevant manufacturing sector, this new method does not need to be built. * This is a key project of the National Social Science Fund. *(Project No.: 13ASH011) Phased research results.

Based on a new scientific discovery, but in a new way of dealing with a product commercially; the third is to open up a new market, that is, a certain manufacturing sector of the country concerned has never entered Market, whether or not this market has existed before; Fourth, a new source of supply for plundering or controlling raw materials or semi-finished products, whether this source is already existing or created for the first time; Any new organization of industry, for example, forms a monopoly position (such as "trusting"), or breaks a monopoly position. Whether it is Schumpeter's original definition and interpretation of innovation, or the research results of innovation in recent decades, many scholars have not simply equated "innovation" with "creation", "invention", "innovation" and other societies. Economic behavior. Innovation is one of the key elements that contribute to social and economic development, and it is also the most fundamental endogenous element. From the source of innovation motivation, the driving force for innovation comes from a large number of entrepreneurs with entrepreneurial spirit, and they also become the main body of the innovation process.

Entrepreneurs are those who combine the realization of new production methods as their own responsibilities and actually fulfill the new combination of production methods. Entrepreneurs have the following characteristics: First, entrepreneurs should be creative and far-sighted. Entrepreneurs are different from managers or technical experts in traditional social life. The latter's role is only in the static cycle of social and economic operations. In the strict bureaucracy structure, we use the specialized skills that we have mastered, and the entrepreneurs will never stick to the rules. They often change their behavior patterns creatively and always realize the new combination of production factors as their own. Second, entrepreneurs are also different from technical inventors or creators, technical experts are the people who invented and created, while entrepreneurs apply technological inventions to the real economic life, thus creating new value; Once again, entrepreneurs are good at discovering and using new opportunities in a timely manner. They are good at discovering and seizing opportunities in time. They have a “sense sense of smell and insight” on the future trend of social and economic development. Can attract other followers to enter and lead the trend of change; finally, entrepreneurs have However, entrepreneurs only have professional skills that cannot guarantee their success. Because innovation is often accompanied by high risks, entrepreneurs often encounter a series of difficulties when they innovate, such as the challenges of the new environment and psychological and personal. Obstacles and social barriers, etc., require entrepreneurs to have strong willpower to overcome the difficulties encountered in the innovation process and ultimately achieve innovation.

It can be seen that the scope of the concept of innovation covers all technological, organizational, methodological, and systematic changes that promote social and economic development and the process of achieving its ultimate value, while entrepreneurship is to promote the realization of innovation and a large number of owned enterprises. The dynamic process carried out by entrepreneurial entrepreneurs. Compared with innovation, entrepreneurship emphasizes the organic unity of vision formation and value realization. It requires people to have the social practice process of transforming innovation spirit, innovation consciousness and creativity into success, which not only includes the cultivation of individual innovation ability, but also People must have the ability to identify trends and seize opportunities, build effective entrepreneurial teams and integrate resources, build sustainable entrepreneurial programs, and withstand risks and address stressful issues. It can be said that compared with the more macroscopic and systematic analysis of vocabulary, entrepreneurship is a process that pays more attention to practice, individuality and diversity.

Although the whole society has realized the importance of innovation and entrepreneurship, we still lack a correct understanding of entrepreneurship and entrepreneurship education for a long time. People often narrowly understand entrepreneurship as starting their own business or career. The scope of entrepreneurship is limited to self-employment. A practical misunderstanding is that entrepreneurship education flourishing in colleges and universities will cultivate self-employment almost in the same way. As their main purpose.

(II) The relationship between entrepreneurship education and innovative talent training From the first time in 1947, Harvard University opened an entrepreneurship education course at the business school, and in 1953, New York University opened a business education lecture given by Peter Drucker as a lecturer, and then to 1968. For the first time, Sen College has introduced a bachelor's degree in entrepreneurship education. Entrepreneurship education has expanded from the business school and engineering school of that year to other colleges. At present, entrepreneurship education has become an important aspect of European and American universities.

Entrepreneurship education originally originated from the School of Business and Engineering, which is a fact, but not all. The complex interactions between culture, social values, economic policies, and individual behavior shape the connotation, function, and boundaries of entrepreneurship. For entrepreneurship education and corresponding entrepreneurial activities in deaf schools, it must reflect the understanding of the current world's development trends, the complexity of human behavior, and regional cultural differences. Therefore, entrepreneurship is not simply started. Belonging to your own business or engaging in some kind of adventurous behavior, it requires knowledge, imagination, insight, creativity, practical ability, a passion for exploration of unknown things, and adaptation to uncertain environments. Comprehensive use of. It can be said that entrepreneurship is an act of self-realization and self-transcendence.

The purpose of university education is not only to impart the necessary professional knowledge and professional skills to students, but more importantly, to enable university students to understand more deeply the world they live in and how to use their knowledge and skills to change the world. Self-worth also contributes to the development of society. If university education is always in the "ivory tower" and is isolated from the changes in the outside world, then such university education is a failure. Taking American higher education as an example, the vigorous development of entrepreneurship education in the past few decades has spawned a group of entrepreneurial entrepreneurs with strong innovation ability. These young "squid" have played a huge role in the process of promoting the transformation of American higher education while affecting the generations of young people in the United States.

From the understanding of domestic scholars on the cultivation of innovation ability, the connotation of innovation ability is basically divided into three types: the first is that the ability to innovate is the individual's use of all known information, including existing knowledge and experience, to produce a unique, The ability of novel, socially or personally valuable products; the second is the two parts of innovation that are interrelated, part of the acquisition, reorganization and use of existing knowledge, and the other part of new ideas and technologies. The research and invention of new products; the third is that the ability to innovate should be based on a certain knowledge structure. In general, the innovation ability of college students mainly includes four aspects: one is the ability to learn, that is, the contact, screening, absorption and digestion of the main existing knowledge and knowledge sources; the second is the ability to discover problems, that is, The vulnerability of the knowledge framework structure or the exploration of blind spots and the improvement of the knowledge framework structure, the questioning and reconstruction of the rationality of the existing knowledge framework structure; the third is the ability to propose solutions to problems; the fourth is the ability to practice its programs.

From the perspective of innovative talent training and the improvement of college students' innovative ability, entrepreneurship education is an effective way to achieve the above objectives. The essence of entrepreneurship education is to realize the vision of fostering innovative talents in a more practical, individual and diverse way. In 1988, Collinboer proposed that entrepreneurship education should become the third "education passport"; in 1989, UNESCO held an international seminar for education in the 21st century in Beijing, proposing entrepreneurship education to emphasize the development of students' career. Heart and pioneering skills; in 2002, experts at the “Entrepreneurship Education” pilot work of the Ministry of Education generally agreed that entrepreneurship education is an important aspect of quality education; the relevant research in the past two years also proposed that the core of entrepreneurship education in colleges and universities is to cultivate Students' innovative thinking, innovative consciousness and innovative ability. First of all, entrepreneurship education should cultivate college students' basic cognition of entrepreneurship. This cognition itself is a kind of knowledge structure and can be used as part of the knowledge system of college students. In an innovation-driven society, the content of entrepreneurial knowledge can present the mainstream and daily innovation models of today's society, as well as the support of social attitudes, economic policies and legal systems for creativity, risk-taking and entrepreneurial behavior. Therefore, entrepreneurial knowledge has a comprehensive character. Second, entrepreneurship is more than just a business act. As a unique model of thinking, reasoning, and action, entrepreneurship requires imagination, insight, and the ability to creatively integrate resources. Therefore, in a broader sense, entrepreneurship education is the best practice path to reflect innovation education. It plays an important role in optimizing the knowledge structure of college students, adapting to the constantly innovating society in the future and realizing self-development.

(III) The relationship between entrepreneurship education and professional education As a kind of “generating education”, the difference between entrepreneurship education and other disciplines such as history, society and humanities is that it creates its own educational goals, educational content and educational methods in the process of practice. In the process, the main body involved in entrepreneurship education further enriched and improved entrepreneurship education. Throughout the entrepreneurial education model of colleges and universities in Europe and the United States, it is difficult to find a universal entrepreneurial education model. The entrepreneurial education of each university is based on the history, culture, educational concept and region of the university. Many factors such as the level of social and economic development want to adapt.

The subdivision of university professional education and the specificity of its training objectives originally originated from the era of Western industrialization, and it is a reflection of the characteristics of “standardization, replicable, mass production, quality control” in the field of education. In today's era, the driving force of social and economic development is no longer dependent on the increase in the number of factors of production, but a large number of creative and more individualized individuals. The professional education of a university needs to consider more about the personality characteristics and learning needs of each student. Students will also integrate knowledge of other similar subjects in the process of learning for a specific subject or field. Professional education also needs to be enhanced. The response of the external environment, training objectives, curriculum system, teaching methods, and evaluation methods also need to be adapted to the definition of innovative talents in the era of knowledge economy.

General education and professional education are the two most important components of university education in various countries. The former focuses on the life needs of students as a responsible person and citizen, while the latter gives students the knowledge of a certain professional field or the training of a certain professional ability. For general education, the interdisciplinary nature of entrepreneurship education helps students to access, understand, absorb and transform knowledge in different subject areas. Entrepreneurship education provides a path for university general education to combine theoretical learning with practical exploration. General knowledge and cultural values ​​of different disciplines, social systems, economic policies, legal systems, and activities that shape human behavior. Tightly linked together. Taking the basic design of the American entrepreneurship education curriculum as an example, most entrepreneurial education curriculums are designed for all students in the university. Through entrepreneurial education, they explore and explain how contemporary core cultural values ​​are released or expressed in the broad field of human behavior. And how the diversity and diversity of these cultures, economics, laws, institutions, etc., combine to form the complex behavior of human society. In this sense, university entrepreneurship education can promote the development of general education in a way that is more effective and more acceptable to students. The interdisciplinary and practical aspects of entrepreneurship education can precisely integrate the above discrete professional knowledge and subject areas.

The integration of entrepreneurship education and university professional education needs to face several important issues. First of all, whether entrepreneurship education can be divided into an independent discipline is completely different from the content of other fields. Second, what effective ways should be adopted for the integration of entrepreneurship education and professional education. Again, such as the external environment can provide support for university entrepreneurship education. From the development of entrepreneurship education in Europe and the United States, we can draw the corresponding successful experience.

Second, the stone of other mountains: the integration of entrepreneurship education and professional education in American colleges and universities, the integration of entrepreneurship education and professional education is becoming more and more obvious. How to effectively integrate entrepreneurship education into the process of professional education, while cultivating the professional knowledge of college students Integrating the concept, knowledge and skills of entrepreneurship, making college students become complex innovative talents who understand both professional knowledge and entrepreneurial ability, have become the most obvious theme in the reform of undergraduate courses in European and American universities today. In the past three decades, the number of formal entrepreneurship education programs in American universities has increased from 104 in 1975 to more than 600 in 2012. In the process, the university has also changed the traditional cognition of entrepreneurship education, especially since the adoption of the Bayh-Dole Act in the 1980s, American universities encouraged teachers and students to adopt various forms of innovation in the form of technology transfer. The results of sexual research are translated into real value. The development of entrepreneurship education not only effectively changes the traditional cognition of college students on entrepreneurship, but more importantly, those who take at least two entrepreneurial courses have a stronger entrepreneurial willingness than those who do not take such courses. Has a relatively short success rate.

(1) The trend of the integration of entrepreneurship education and professional education in American colleges and universities The transformation of economic-driven mode has led to the full development of American university entrepreneurship education. Under the influence of the "three-helix theory" of "academic capitalism" and "university-one industry-one government", meeting consumer demand and market-oriented preferences has led to a deep integration between American university entrepreneurship education and majors. In addition, the breakthroughs in information technology and cloud computing technology in the past decade have spawned a large number of high-tech start-ups in related fields, which are characterized by the age of entrepreneurs generally lower than 30 years old, the sensitivity and acceptance of new generations of new technology to new students. The worship of young entrepreneurs who are "time idols" has further enhanced the prosperity of entrepreneurial education within universities. American college students are also actively choosing entrepreneurial courses, increasing their understanding of entrepreneurship and mastering the necessary entrepreneurial skills and methods. Over the past decade, the number of students enrolled in entrepreneurship education across the school has grown rapidly, with the top 38 entrepreneurial education programs targeting more than 75% of students. Take Stanford University and Cornell University as examples. Each year, students from the two schools take entrepreneurial courses account for 30% of the total number of students in the school. Sloan School of Business has more than 1,600 students each year to take entrepreneurial courses. Education has been incorporated into the national education system, and entrepreneurship education is gradually forming a complete teaching research system and entrepreneurship education implementation system. This kind of entrepreneurship education system not only includes the general opening of entrepreneurship courses, but also the establishment of undergraduate and postgraduate entrepreneurship management majors, as well as the establishment of entrepreneurial centers and entrepreneurship education research institutes, forming a relatively complete university entrepreneurship education system. And a strong campus entrepreneurial culture atmosphere, but also formed an entrepreneurial education ecosystem that is a benign interactive development of schools, communities, and enterprises. As of 2010, more than 1,700 colleges and universities in the United States have opened entrepreneurship courses.

(II) Three modes of integration of entrepreneurship education and professional education In the countries where entrepreneurship education is relatively mature in the UK and the US, school-wide entrepreneurship education centering on business schools or facing all subject areas has become a trend, and various disciplines are specialized. In the process of education, the concept and practice of entrepreneurship education are greatly integrated. From the practice of entrepreneurship education in Britain and the United States, the integration of entrepreneurship education and professional education must consider the differences and applicability of entrepreneurship education in different subject areas. This is also the key to the integration of entrepreneurship education and professional education. After decades of development, the integration of entrepreneurship education and professional education in American universities mainly includes magnet mode, radiation mode and mixed mode.

In some colleges and universities, entrepreneurship education is generally designed and taught by the School of Management, Business School, and Engineering College. Any student interested in entrepreneurship can take the above courses, but the teaching and practice places of entrepreneurship education are mainly concentrated in these colleges. This model is called the magnet model, and the more representative college is MIT. The school's entrepreneurial education is mainly implemented by the Sloan School of Management. The most important feature of the magnet model is the opening of entrepreneurial courses in business schools and management schools. Basic knowledge such as business plans, venture capital operations, global entrepreneurship, and entrepreneurial management are passed on to students interested in entrepreneurship. Most of the knowledge content of these courses is It's easier, so it can attract more students to choose entrepreneurship education. In short, the magnet model is highly central, with funding, students, and all teaching activities at the School of Management, Business, or Engineering. Under this circumstance, the courses and teaching activities of entrepreneurship education are the responsibility of these colleges, while the students in other subject areas are studying with the business school students.

Compared to the magnet model, the radiation pattern is highly decentralized. Each project is independent and distributed across the university's colleges and is managed by an entrepreneurial education center or project center located at each college. These governing bodies exist as a mechanism for allocating funds and coordinating functions for all participants. Different faculties provide funding sources from within them to support teachers and students in choosing these entrepreneurial courses. In the radiation model, entrepreneurship education is infiltrated into every subject area. This model requires teachers from different disciplines to understand and support the integration of entrepreneurship education and professional education, and is also willing to cooperate in interdisciplinary fields. It is precisely because the radiation model is a fusion model of entrepreneurship education and professional education in the whole school. Therefore, its time period is long and the investment resources are more. The development and maintenance of the ruling mode requires more resources at the school level. The driving force of the radiation model comes from the idea that the development of entrepreneurship education can not only be based on a few knowledge systems such as business or management disciplines, and entrepreneurship education is only rooted in different disciplines, and these areas The knowledge inside is infiltrated and integrated to achieve its vision to the maximum extent. Only when the content of entrepreneurship education is deeply integrated with each student's own professional field can they promote these students to understand and grasp the true meaning of entrepreneurship. Entrepreneurship education, represented by radiation mode, has a longer-term impact on the integration of entrepreneurship education and professional education. It is more suitable for all students and can meet the needs of more students.

In fact, more universities in the United States use a hybrid mode that combines a magnet mode with a radiation mode. Some universities' entrepreneurial education adopts a phased implementation approach. The undergraduate entrepreneurship education adopts a mixed mode, which is implemented by the entrepreneurship education centers of various colleges, but the teachers, courses, and teaching methods are mainly business schools and management colleges. This will not only give full play to the advantages of these colleges in entrepreneurship education, but also more effectively integrate entrepreneurship education with professional education.

Of course, the classification of the above models only reflects the path taken by different universities. This is not the key to the success of the integration of entrepreneurship education and professional education, but only the differential implementation strategies adopted by different universities according to their own characteristics. In fact, other key factors affecting the integration of entrepreneurship education and professional education include financial support, infrastructure, professional faculty, teaching concepts and methods, curriculum development and implementation, entrepreneurial practice, and alumni support.

(3) Some thoughts on magnet mode and radiation mode For the magnet model, because of the business school, the content taught by the teachers is reasonable, and it can also be strongly supported by the teachers within the college. Extremely recognized and engaged. With the magnet model, the key is the accessibility and applicability of entrepreneurship courses for all students. For students other than business schools, management schools, and engineering schools, how the courses they design can attract these students to study. MIT's long-standing entrepreneurial culture, unique school philosophy and small scale have contributed to the rapid promotion of the magnet model, but for other universities, especially those with tens of thousands of students and large scales, relying on a few Entrepreneurship education in a college can attract some students' participation, but it cannot be applied in the integration of school-based entrepreneurship education and entrepreneurship education and professional education.

As for the radiation mode, it also faces its own problems. For example, although Cornell University is the leader of the radiation model and integrates entrepreneurship education with the professional education of nine colleges according to local conditions, this highly decentralized approach makes the university's entrepreneurship education lack a unified and clear. Direction of development. In addition, the decentralized radiation model makes the entrepreneurship education between different colleges have problems such as the imbalance of teachers' strength, the difference in the level of development of entrepreneurial education, and the difficulty in financing entrepreneurial projects due to the differences in the colleges. Especially for some departments of humanities and social sciences, the course of offering entrepreneurship and professional integration to students is faced with how to face these students who do not have any basic knowledge of accounting, finance, marketing, etc. The attitude of education is also very important. This directly affects the quality of integration between entrepreneurship education and professional education. Many professional teachers think that entrepreneurial courses are not "scientific" and think that these courses have no "help" for students. This has caused many professional teachers to resist the attempt to merge the two.

However, the magnet model also has its own unique advantages. For a school trying to carry out entrepreneurship education, the magnet model is a relatively fast and effective path. It only needs to rely on the teachers and courses of business schools or management schools to develop on this basis. Some basic entrepreneurship education courses can attract students' participation. The magnet model does not assume that non-business students have the same business education background as students in business or engineering schools; on the contrary, it believes that students in these colleges lack knowledge in other fields. Therefore, the magnet model pays great attention to the establishment of interdisciplinary learning teams, and brings together students from different disciplines to carry out entrepreneurship education, so as to brainstorm and learn from each other, use the advantages of diversified knowledge structure to aggregate thinking and carry out entrepreneurship education. For a university trying to carry out entrepreneurship education, the magnet model is undoubtedly a “fast track”. It has relatively few resources to invest and does not need to change in its entirety. The effect of entrepreneurship education will be more significant in the short term. .

The radiation model is based on the entrepreneurship education center and entrepreneurship projects distributed throughout the school, integrating entrepreneurship education with the subject areas of the students, and targeted design and entrepreneurship courses. The entrepreneurial education carried out by each college has a highly concentrated knowledge structure of students, a strong homogeneity, and a relatively close knowledge base. Therefore, the radiation model can solve many of the deeper problems in entrepreneurship education and integrate with the professional. The courses offered are more targeted and can better integrate entrepreneurship education into the professional learning process of students. In the trial of entrepreneurship education and professional integration, teachers will adopt a more unified approach. The development of the radiation model requires more coordination within the colleges, especially the support of teachers. However, from the perspective of entrepreneurship education and the integration of entrepreneurship education and professional education, the radiation model is undoubtedly the most appropriate.

Third, China's colleges and universities entrepreneurship education and professional education integration reform path After years of exploration, China's college entrepreneurship education has been further developed, and become an important means to promote China's higher education reform and development and innovative talent training. Entrepreneurship education has passed the initial period from the policy and system construction at the government level, to the curriculum at the school level, the construction of teachers, the construction of entrepreneurial practice bases, and the recognition and participation of students. In terms of the number of participants, in 2010 alone, more than 20,000 entrepreneurial competitions, entrepreneurship forums and other related entrepreneurial education activities were held in universities across the country, with more than 3 million students participating. From the perspective of participation, it has expanded from the initial nine pilot schools to various schools including research universities, local undergraduate colleges, and higher vocational colleges. The next stage of development of entrepreneurship education in China's deaf schools is to respect the differences between different regions and different schools, to give full play to the characteristics and advantages of colleges and universities, and to promote the deepening of the integration of entrepreneurship education and professional education.

(1) Transforming the development strategy of entrepreneurship education and encouraging diversified development models The essence of entrepreneurship education lies in unearthing the innovation potential of each college student, awakening their awareness of innovation and entrepreneurship, promoting the entrepreneurial ability of college students, and ultimately improving the overall talents of colleges and universities. Cultivate quality. In addition to being part of the practice of individual knowledge, entrepreneurship education can form creative consciousness, thinking and methods. It is not only a practice that points to practice, but also a comprehensive education. Therefore, from the perspective of the cultivation of innovative talents, the entrepreneurial education of colleges and universities in China needs to adjust its own development strategy and implementation path based on hierarchical classification, distinguish regional differences and university differences, and deepen the understanding of the connotation of entrepreneurship education. We will focus on a small number of students-oriented self-employment and turn to self-employed entrepreneurs, and integrate the ideas and methods of entrepreneurship education into the professional education process to enrich and improve the knowledge structure of college students. Adapt to the future of innovative society and achieve self-development.

Explore the development path of entrepreneurship education suitable for different schools, and promote the comprehensive development of entrepreneurship education in the school from the aspects of development model, curriculum construction, teacher training, teaching reform, and practice base development. Drawing on the experience of the integration of entrepreneurship education and professional education in English and American schools, the development of entrepreneurship education in China's colleges and universities can combine the advantages of magnetism and radiation mode, and choose the appropriate fusion according to their own characteristics and actual conditions. Mode, you can also try the mixed mode, that is, establish the most extensive entrepreneurial education system through radiation mode at the whole school level, set up an entrepreneurship education center in different departments, and encourage all departments to establish professional entrepreneurship with special fields. The course attracts students from this field to understand and participate in entrepreneurship education. On the other hand, it is to open a business education specialization program in business schools and engineering colleges to attract students who have already learned about entrepreneurship in radiation models and have accepted a certain foundation of entrepreneurship education to participate in the entrepreneurial education curriculum learning and practice project. .

(2) Promoting the integration of entrepreneurship education and special north education, and vigorously supporting the entrepreneurship curriculum to build entrepreneurship courses is an important part of the entrepreneurship education system. As of 2010, nearly 2,000 deaf schools in the United States have opened more than 2,400 entrepreneurship courses, and at least 50 universities offer four or more entrepreneurship education programs, including Harvard University and Stanford University. First-rate research universities such as UCLA. The curriculum of entrepreneurship education in American colleges and universities covers a wide range of topics, including entrepreneurship and new business creation. Basic courses in entrepreneurship education systems such as small business management, venture capital, technology innovation, new product development, entrepreneurial marketing, and creative learning. In contrast, the number of entrepreneurial courses in China's colleges and universities is small and interdisciplinary is not strong. Many colleges and universities only offer one or two public elective courses, such as the KAB Entrepreneurship Foundation for Undergraduates. This situation can not only cover most students, but also the entrepreneurial class. The number of courses of understanding is far from being able to adapt to the needs of the development of entrepreneurship education. Of course, entrepreneurial education programs such as entrepreneurial pioneer classes and entrepreneurial elite classes that aim at self-employed entrepreneurs are gradually improving entrepreneurship education courses, but these courses have basically not yet integrated into the general education system.

If entrepreneurship courses help students understand and master the basic knowledge and basic skills of entrepreneurship, then integrating entrepreneurial courses with open, interdisciplinary and creative characteristics with general and professional courses will become The basis for the integration of entrepreneurship education and professional education.

The integration of entrepreneurship education and professional education needs to be based on different professional characteristics and talent training objectives, and integrates entrepreneurship education based on post entrepreneurial awareness, post entrepreneurial knowledge, and post entrepreneurship. In terms of curriculum development and design, first of all, attach importance to the development of entrepreneurship education general courses, increase the number of entrepreneurship education general courses, and expand their coverage so that more college students can choose entrepreneurial courses to meet their own needs. In order to enable most students to reach the basic concepts and basic knowledge of entrepreneurship to varying degrees, it is also possible to consider the content of entrepreneurship education in the existing general education curriculum system. Secondly, vigorously promote the development of professional entrepreneurship courses, try to incorporate the content of entrepreneurship education into the professional curriculum system, and encourage professional teachers to offer elective courses for professional entrepreneurship education, thereby strengthening the influence of entrepreneurship education in the whole school. Thirdly, professional teachers are encouraged to infiltrate the content of entrepreneurship education in the teaching process of professional courses.

(3) Promoting the reform of entrepreneurship education and teaching, and encouraging professional teachers to actively participate in the development of entrepreneurship education in colleges and universities has always faced a major challenge: the lack of professional faculty and how to establish teachers' recognition and support for entrepreneurship education in other disciplines. If the design and development of the curriculum determines the scope and manner of integration and mutual penetration between entrepreneurship education and professional education, then the recognition and support from teachers determines the degree of integration between the two.

Judging from the actual development of entrepreneurship education in China, in addition to business schools, management colleges, engineering colleges and other disciplines with strong application and deep roots in entrepreneurship, professional teachers in other disciplines of colleges and universities still lack entrepreneurial education. A certain degree of recognition, its support for entrepreneurship education and professional education is not endogenous. Many professional teachers lack a deep understanding of the content of entrepreneurship education, and there are doubts about integrating entrepreneurship education into professional education. Therefore, colleges and universities need to provide support in transforming professional teachers' understanding of entrepreneurship education and encouraging professional teachers to explore entrepreneurship education and teaching.

In summary, in the face of the new situation of economic and social development, China's college entrepreneurship education will face many challenges and problems, and we need to continue to explore. To promote the reform of entrepreneurship education, it is essential to strengthen the deep integration between entrepreneurship education and professional education, attach importance to the design and teaching of entrepreneurship education general courses and entrepreneurial courses, and enhance the endogenous nature of professional teachers in entrepreneurship education. Support and establish a set of mechanisms to promote the integration of entrepreneurship education and professional education.

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