华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (12): 33-41.doi: 10.16382/j.cnki.1000-5560.2020.12.003

• 创新创业教育 • 上一篇    下一篇

“双一流”建设高校学生对创新创业课程质量满意度研究

黄兆信1, 杜金宸2   

  1. 1. 杭州师范大学教育学院，浙江杭州 311121;
    2. 温州医科大学中国创新创业教育研究院，浙江温州 325035
  • 发布日期:2020-12-17
  • 基金资助:
    国家社会科学基金重点项目“新时代大学生创业的政策环境及其优化研究”（18ASH009）

Research on Improving the Quality of Innovation and Entrepreneurship Courses for College Student in “Double First-class” Construction

Huang Zhaoxin1, Du Jinchen2   

  1. 1. School of Education, Hangzhou Normal University, Hangzhou 311121,China;
    2. China Innovation and Entrepreneurship Education Research Institute, Wenzhou Medical University, Wenzhou 325035, China
  • Published:2020-12-17

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摘要： 本文通过随机抽样的方法对全国“双一流”建设高校的学生关于创新创业课程质量满意度开展了问卷调查，并利用SPSS分析工具对12269份样本进行了实证分析。从数据分析结果中可见：不同创业意识的学生群体对创业教育满意度不尽相同；不同年级，不同专业的学生在创新创业教育满意度方面也存在着显著差异；在创新创业课程实施上与传统课程之间的差异并不明显；学生对创新创业师资力量的满意度方面还有待提升。要提升创新创业课程的质量，必须对接学生课程需求，建立多元化的创新创业课程选择机制；丰富双创课程内容，加强专业创新创业教育，并增加与之融合的创新创业实践课程比重；创新课程教学考核，优化学生对创新创业课程的学习成效；发挥双创导师作用，建立双导师制度保障学生的双创活动。

关键词: “双一流”建设高校, 课程质量满意度, 创新创业教育, 实证研究

Abstract: This research group conducted a questionnaire survey on the quality satisfaction of innovation and entrepreneurship courses of students from national “Double First-class” construction of universities through questionnaires by means of random sampling, and then conducted an empirical analysis on 12269 samples by using SPSS. From the data analysis results, it can be seen that students with different entrepreneurial consciousness have different satisfaction with entrepreneurial education. Students of different grades and majors also have significant differences in the satisfaction of innovation and entrepreneurship education. The difference between innovation and entrepreneurship curriculum and traditional curriculum is not obvious. Finally, students’ satisfaction with the faculty of innovation and entrepreneurship needs to be improved. Based on the above conclusions, this study argues that to improve the quality of innovation and entrepreneurship courses, it is necessary to meet students’ curriculum needs and establish a diversified selection mechanism for innovation and entrepreneurship courses. Besides, it's important to enrich the content of entrepreneurship and innovation courses and increase the proportion of innovation and entrepreneurship practice courses that focus on innovation and innovation integration. Also, assessment of innovative course teaching is needed to optimize students' learning of innovation and entrepreneurship course. We should give full play to the role of mentors for entrepreneurship and innovation and establish a system of double mentors to guarantee students’ entrepreneurship and innovation activities.

Key words: double first-class construction of universities, course quality satisfaction, innovation and entrepreneurship education, the empirical research