Discussion Teaching Design of Innovative Entrepreneurship Education

JIN+LING++++++LI+LIN

Abstract： By drawing on the experience and skills of entrepreneurship education at home and abroad， the author applies the idea of innovation and entrepreneurship to the classroom teaching design of entrepreneurship education， and fosters students to become entrepreneurial learners. Not only entrepreneurship education classroom can be used to innovate entrepreneurial thinking way sub-module design， the traditional classroom can also learn from the use to enhance students' interest in learning and cultivate students thinking and ability of innovation and entrepreneurship.

Key words： innovative entrepreneurial thinking， entrepreneurial education， classroom design

At present， the introduction of innovation in the United States Babson College

based on the practice of entrepreneurship teaching method， the British National Innovation and Entrepreneurship Education Center innovative teaching method and based on the experience of the five-step entrepreneurial teaching methods and other methods into the innovative business classroom， in order to enable students to understand the basic thinking of entrepreneurship ， Methodology and tools， master the purpose of thinking based on entrepreneurial thinking. But this kind of implementation are still exploring the china research stage， the traditional classroom teaching mode is still the mainstream of innovation and entrepreneurship education in colleges and universities.

First， the current way of teaching the traditional classroom

Traditional classroom teachers just teach knowledge， students in the classroom to take notes in the form of teachers in the teaching process， the hotel management of the theoretical knowledge of the analysis， emphasizing the students to teach the knowledge of teachers to understand the memory. Although there are multimedia， case discussion， project-based teaching and other ways to introduce to the traditional classroom， but the effect is not good. Some theoretical knowledge students may remember when the Church， once into the actual operation， the basic operation is not. In the course of teaching， teachers take into account the level of the whole class， taught to teach their preparation before the preparation of the content， did not take into account the different levels of students and the foundation， it is difficult to achieve good teaching results. In the status of entrepreneurship education， the traditional teachers to achieve entrepreneurship education courses to flip the classroom， to achieve hierarchical education， to go the road is still very long.endprint

At home and abroad for the education of entrepreneurship education at different levels， put forward different levels of education object， teaching objectives， teaching activities and teaching results to distinguish， but this view in the domestic implementation of unsatisfactory results. Most of the domestic entrepreneurship education colleges and universities， roughly divided into two levels： First， all students across the start of the business awareness notice classes， large classroom lectures， basically 200 to 300 a class， 4 hours - 8 hours； Second， opposite the professional students to open the basic courses of entrepreneurship， a semester 48 hours - 72 hours， teaching forms and traditional professional theory class is not very different. In the case of Yunnan Province， which is currently in the field of entrepreneurship education， most of them only take the form of the first large class lecture. The second kind of professional education is only a small number of colleges and universities， or a small number of business The

Second， the implementation of entrepreneurship education in the process of hierarchical education

In this regard， our understanding is that entrepreneurship education is an act， since it is an act， there must be a law feasible， there is a law that is feasible to teach. So what is entrepreneurship education in the end？ Entrepreneurship education is the focus of teaching thinking and methods， entrepreneurship education needs in the theory of teaching and practice to strike a balance.

Entrepreneurship education must be divided into different levels of education. The face of the public to carry out basic education， not to let everyone go to business， not everyone is suitable for business. The first level of the face of public entrepreneurship education， what to teach？ I think the face of the public's universal entrepreneurship education， the goal of education is to let the public form a business thinking， knowledge of entrepreneurship， while understanding the basis and content of entrepreneurship， to help the public understand the basic knowledge of entrepreneurship， boost entrepreneurial culture.

For the founder of start-ups （the third level of education education object）， the goal of entrepreneurship education is to guide the founder of the formation of their own entrepreneurial team， the product into the market for testing， continuous iteration， update， ， Implementation， improve business model.

Third， the sub-module implementation of entrepreneurship education classroom designendprint

1.the introduction of the module module

Babson College of entrepreneurship education classroom through the "divergence - convergence" way to participate in the trainees to discuss "why are you here" start， the participants first to express their views， to take divergent thinking thinking， and then gathered in the group summary ， The unity of thought.

Back to school， in the classroom， we can learn from the introduction of teaching new content of the method， so that students fully discuss why to learn， and learn business or other curriculum goals， so that students understand the learning objectives in the discussion， through Full discussion also allows teachers to have a better understanding of the student's learning situation， in the design of follow-up course content and teaching methods， the more realistic students.

2. entrepreneurial and life direction design module

In the direction of entrepreneurship and life design curriculum module， through a debate - "life is able to design" opening， so that students to participate in the team as a unit， draw lots to determine the positive and negative side， the classroom atmosphere is very active in the debate after the end of the introduction Course content， trainees in the process of life for the direction of the logic of the hierarchy diagram， entrepreneurial and life direction design principles and life direction design canvas has a very deep understanding.

In our school's business and other courses in the classroom， it is entirely possible to introduce such students to give full play to the initiative of the debate， design relevant content of meaningful teaching， interesting questions， through the students internal discussion， The process of students to analyze their own， compare， find information， than the teacher instilled the teaching effect will be much better.

3.entrepreneurial thinking module

In the introduction， with the "through the unknown painting smile" game to participate in trainees to warm up， through the group "cotton candy tower challenge" and "through the unknown painting smile" two games contrast， so that participants participate in the discussion of these two games The difference， so as to enable participants to understand the difference between entrepreneurial thinking and management thinking.

4.entrepreneurial team module

Through three different colors on behalf of spiritual leaders， executive leaders， technical leaders of the card， so that the group within the "role of self-awareness and awareness of others" game. The entrepreneurial team is a common vision， together to do a group of people who may fail but have valuable things， these people have a common， but also complementary.endprint

5. prototype parts and market test module

For the prototype project and the market test module in the entrepreneurial course， through the "Coin Paper Aircraft" game， let trainees understand the methods of making prototypes and market tests， and share the visual presentation， APP rapid prototyping tool. These tools are very simple to use， in contact with the students can use， we need to share in the classroom to the students more classroom tools to trigger students to take the initiative to think about the problem， learn to use a variety of resources to solve the problem.

6.business model tools and teaching methods

The business model canvas in the business course has been improved in our classroom for a variety of purposes， such as allowing students to use the canvas to analyze their personal career and express the logical thinking that is difficult to describe through the canvas.

Not only entrepreneurship education classroom can be used to innovate entrepreneurial thinking way sub-module design， the traditional classroom can also learn from the use to enhance students' interest in learning and cultivate students thinking and ability of innovation and entrepreneurship.

references：

[1] Zhu Yan kong.what we learn about Entrepreneurship： life design，mindset and methodology [M]， the National School of Administration Press， July 2016.

[2] Heidi M. Neck， Patricia G. Greene， Candida G..Brush. How to teach entrepreneurship - based on the practice of Baxen teaching method [M]. Xue Hongzhi translation. Beijing： Mechanical Industry Press， May 2015.

[3] Sun Hongyi. Innovative business foundation [M]. Machinery Industry Press， August 2016.

[4] Wu Binying. Based on the innovation of entrepreneurial curriculum sequence study - Jiangxi University of Science and Technology as an example [J]， test weekly， 2016 （23）.

Journal of Anhui Agricultural University （Social Science Edition）， 2016 02 （5）.

[5] Ni Jingjing.Study on the Design of Local Innovative Entrepreneurship Education Curriculum in Higher Vocational Colleges under the Horizon of Integration [J]. Journal of Anhui Agricultural University （Social Science Edition）

作者簡介：

姓名：金靈 出生年月：87年10月性別：女 學(xué)歷：碩士研究生 工作單位：云南經(jīng)濟(jì)管理學(xué)院 職稱：助教 研究方向：創(chuàng)業(yè)管理、公共關(guān)系

姓名：李林 出生年月：82年11月 性別：女 學(xué)歷：碩士研究生 工作單位：云南經(jīng)濟(jì)管理學(xué)院 職稱：副教授 研究方向：創(chuàng)業(yè)管理、區(qū)域經(jīng)濟(jì)endprint