Innovation comes from its application in the field of economics. Schumpeter put forward the concept of innovation in 19 12. Innovative education was born in the 1940s, and rose rapidly in developed countries such as America, Britain, Germany and Japan in the late 1970s. Foreign academic circles have made great achievements in the research of innovative education, which makes the development of innovative education on the right track and mature day by day. In China, nine universities, including Tsinghua University, China Renmin University and Wuhan University, have actively explored the activities of integrating innovative ideas into classroom teaching and extracurricular practice, which has set off a research upsurge of innovative education in China.
As an important part of higher education, strengthening the cultivation of students' innovative ability and spirit in higher vocational colleges is not only an inevitable trend of the development of vocational education, but also a realistic need to adapt to social development and the growth and development of higher vocational students. In recent years, higher vocational colleges attach great importance to the cultivation of students' innovative ability, and put forward some reform plans for the cultivation of students' innovative ability. More and more colleges and universities have launched a series of research and exploration around the cultivation of students' innovative consciousness and ability.
By searching the literature on China Knowledge Network and China Periodical Network, this paper makes a comprehensive summary of its research status, in order to provide comprehensive and reliable written materials for the future research on the cultivation of innovative ability of higher vocational students and further deepen the research on innovative education.
First, the research survey of the cultivation of students' innovative ability in higher vocational colleges
Enter in the full-text database of China HowNet? How to cultivate students' innovative ability in higher vocational colleges? It is found that 1 papers related to the cultivation of college students' innovative ability are published in 1983. Since 1998, the related research papers have gradually increased, but they are all related to undergraduate colleges. The earliest papers related to the cultivation of innovation ability of higher vocational students were published in China Journal of Vocational and Technical Education 1999, 2008 1 Master's Thesis. It can be seen that the research on the cultivation of students' innovative ability in higher vocational colleges is promising.
From the research point of view, it is generally believed that the cultivation of innovation ability of higher vocational students is very meaningful, but there are also many problems, and accordingly, the methods to solve these problems are put forward. He Xiaoqing [1] thinks that students' personality development is related to their innovative ability. Higher vocational colleges should build a higher vocational education system conducive to the cultivation of innovative personality from six aspects: cultivating students' self-confidence, curiosity, imagination, challenge, willpower and enterprise. Kong Ying [2] suggested that the cultivation of innovative ability should start with innovative second-class activities, set up innovative scenarios, cultivate innovative skills, provide diversified learning methods, strengthen skill training and highlight the examination of innovative ability. Tang Yunzhu [3] pointed out that vocational schools should attach importance to the construction of teaching staff, reform the teaching mode, create a democratic atmosphere, effectively establish and improve the school-enterprise cooperation base, and form a diversified school-running system. Wu Xingfu [4] stressed that we should actively participate in social practice activities, pay attention to cultivating our own innovative skills, pay attention to the cultivation of practical ability and quality, cultivate our own problem consciousness, actively learn and accumulate rich basic knowledge of social science, and so on.
Second, the main content of the research on the cultivation of students' innovative ability in higher vocational colleges
1. The connotation of innovation and innovative ability
Different researchers have different understandings of the connotation of innovation and innovation ability according to different fields. Chen Xia [5] thinks that the literal meaning of innovation is renewal, innovation and change, and its basic connotation refers to people's activities such as improving or creating new things, new methods and new environments to meet individual, collective or social needs in a specific environment and their beneficial effects. Wenjiang Han [6] believes that the most important psychological quality and ability in innovation ability has three aspects: first, the spirit of innovation, that is, the quality of high labor enthusiasm, self-confidence, independent thinking and exploration spirit shown in innovation activities; Second, creative thinking, that is, thinking in the process of innovation, is the core of innovation activities; The third is practice and hands-on ability. He Yong [7] thinks that innovation ability should be composed of strong innovation consciousness, healthy personality and independence, good intelligence, reasonable knowledge accumulation and creative thinking ability. Chen Qing [8] believes that innovation ability refers to the ability to achieve a certain goal, comprehensively use the knowledge mastered, and obtain novel, original and socially valuable spiritual and material wealth by analyzing and solving problems.
2. Ways to cultivate innovation ability
(1) Theoretical Research on Innovative Education Mode of Higher Vocational Students
China's higher vocational education began to develop rapidly at the end of the 20th century, which is relatively backward compared with foreign vocational education, and the theoretical research on the training mode of applied innovative talents is relatively immature. Liu Binbin [9] believes that the key to cultivating innovative talents lies in constructing a curriculum system suitable for innovative education, reconstructing the content of education evaluation system and optimizing the teaching staff. Hang [10] emphasizes setting up a series of humanistic quality education courses, upgrading entrepreneurship education courses, developing innovative thinking training courses and supporting scientific and technological innovation activities courses? Four in one? A series of training courses. Qiang Weigang [1 1] emphasizes the mutual penetration of innovation education and quality education, and constructs a curriculum system for two-dimensional cultivation of vocational ability and innovation ability. Hu Qing believes that the curriculum should be based on universal innovative quality courses, promoted by specialized technological innovation courses, and expanded by open activity courses to build a multi-level curriculum system. Chen Tao [13] based on the investigation of practical activities in higher vocational colleges, according to the different training platforms, the specific methods of cultivating students' innovative ability in higher vocational colleges are summarized into four modes: the training mode of combining teaching with practice, the training mode of combining Industry-University-Research, the training mode of scientific research projects and the training mode of gradual progress. Higher vocational colleges can choose one or several modes that are most suitable for them according to their own advantages and disadvantages. Some scholars believe that the key to promoting innovative education in higher vocational colleges is to establish a reasonable innovative curriculum system.
(2) Research on the training mode of innovation ability in higher vocational colleges in China.
In recent years, the research field of innovative training in higher vocational colleges has been expanding and the depth has gradually increased. At present, the representative training modes are:
① Project-driven ternary innovation training mode; Relying on the expert studio linked by schools, school-run production bases and social enterprises, taking projects as the driving force, integrating resources of different disciplines, introducing off-campus elements into school learning activities, combining product research and development with classroom teaching content, and combining project implementation with professional skill operation, so that school teaching is closely related to the development and changes of enterprises and society, and students' innovative ability has been fully developed;
(2) Independent growth, environmental optimization and multi-integration training mode, respecting the law of students' independent growth, making students the masters of their own learning, stimulating students' outstanding potential, optimizing campus cultural atmosphere, cultivating effective innovative education environment, integrating various superior resources and learning from each other [;
(3) Based on the operation mode of Maker Space, we will build innovation works, provide various tools, instruments and materials for students' innovation, open them to students with innovative will and consciousness, and also carry out various innovative and entrepreneurial activities to create a relaxed innovative atmosphere for students and cultivate Maker culture;
④ Based on the training mode of the three educational concepts, we should create an innovative campus culture, establish a cultural and creative base, and construct? Three transformations? Innovating the education system and promoting innovation and entrepreneurship education through compound education;
⑤? Binary, three actions, four combinations? The second mode of talent training is that enterprise projects enter the curriculum and enterprise personnel enter the classroom. The third mode is to implement project guidance, old cases and new works, real cases, and realize the combination of classroom and training room, office and studio, teaching and social services? Four combinations? ;
⑥? Five classroom linkages? Personnel training mechanism; Form one, two, three, four and five classes around classroom teaching, student professional associations, studios, cooperative enterprises and virtual companies? Five classroom linkages? Mechanism, multi-level training of students' professional skills and innovation and entrepreneurship; The above innovative training modes are all formed by theoretical research and practical exploration in combination with their respective professional characteristics. Each training mode has successful cases and experiences for reference. Of course, there are still areas that need to be improved and improved, and we need to continue in-depth research and summary to form a systematic and perfect training system.
3. Problems in innovative education in higher vocational education
Scholars have studied the problems existing in the cultivation of innovative talents in higher vocational colleges. Xu Yanqin [20] believes that there is a lack of understanding of innovation, a lack of systematic education, a single form of innovative education, an imperfect curriculum system of innovative education and a lack of teachers. Qu Danying believes that, firstly, there is a lack of innovative campus culture, and teachers still give priority to imparting knowledge, failing to form an open and research campus cultural atmosphere; Second, the lack of innovative education training plan can not fundamentally improve students' innovative ability; Third, students lack the motivation to innovate and are satisfied with regular learning; Fourth, the innovative education system is not perfect. Most vocational colleges are limited to organizing various extracurricular activities and skill competitions. Although it has played an active role in innovative education, it often lacks systematicness and persistence, and it is difficult to form a long-term mechanism. Some scholars' teaching materials with innovative ideas, innovative practice and innovative ability as the main content are still in the development stage, lacking imitative innovative cases and proper guidance to students' innovative passion [22]. Li [23] summed up the problems existing in China's higher vocational innovation education as follows: ① paying more attention to the cultivation of local innovation ability, and failing to build a complete innovation training system from the perspective of career development; ② Lack of implementation evaluation and effect evaluation; ③ Students are in a passive position, which inhibits the cultivation of students' independent innovation ability; (4) Paying attention to the research of relevant theories leads to the disconnection between theory and practice.
4. Problem-solving strategies in innovative education
In view of the problems existing in the innovative education of higher vocational students in China, many scholars and experts have put forward their own solutions: ① to reconstruct the professional curriculum system with the cultivation of innovative ability and social demand as the main line, and to organically integrate innovative education with professional education; (2) collecting and sorting out innovation materials, forming an innovation case set, and carrying out innovation project analysis, guidance, innovation skill training and practice; Deepen teaching reform, integrate information technology into teaching, change teaching methods, and let students change passive learning into active inquiry; Fourth, relying on the deep integration of government, enterprises and schools, actively create creative space on campus; ⑤ Encourage students to improve their innovative ability and cultivate their innovative quality by participating in scientific and technological societies, skill competitions, social practice and other activities; ⑥ Formulate a reasonable and effective evaluation system for innovative training; ⑦ Improve teachers' innovative ability [24]. In addition, higher vocational colleges should update their educational concepts, fully understand the significance of cultivating innovative ability, incorporate it into the talent training plan, create a good atmosphere for innovation, guide and motivate students to innovate, and improve their entrepreneurial, employment and career development abilities by cultivating their innovative ability.
Third, the conclusion
Considering the development of higher vocational colleges and students' long-term career, it is an important mission of higher vocational education to strengthen the cultivation of students' innovative ability. Looking at the development of innovative education in higher vocational colleges in recent years, the overall research shows that the understanding is deepening, the perspective is broadening and the scope is expanding. From the previous qualitative theoretical analysis and discussion to the construction, practical application and effect analysis of innovative training system, it is more and more close to reality, which has a certain practical effect on the cultivation of innovative talents in higher vocational colleges, but it is still far from the target requirements of innovative education in higher vocational colleges. It is impossible to cultivate students' innovative ability overnight. Influenced by many factors, it is impossible to form a reasonable and effective training mechanism and model in a short time. The development of innovative education in higher vocational colleges needs the joint efforts of the government, universities and social organizations.
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