In the new era, entrepreneurship education has once again reached a new crossroads. Should we choose to change or stick to the old way? For entrepreneurs led by innovation, this is actually not a difficult choice, because entrepreneurship education is no longer a luxury of higher education, but a necessity. Deepening the reform of innovation and entrepreneurship education in colleges and universities has become an urgent need and inevitable requirement for China to implement the innovation-driven development strategy and promote economic upgrading and efficiency upgrading. Since Miles Mays, a professor at Harvard University in the United States, opened the first entrepreneurship course-"Management of New Ventures" on 1947, entrepreneurship education in European and American universities has gradually become an important part of higher education, and its development trend has changed from a single course to an interdisciplinary project, and then some universities have set up independent majors, gradually forming a relatively perfect and mature entrepreneurship education curriculum system that runs through primary and secondary schools to graduate students. It has gathered a fixed academic research group and practical tutor team, created a good ecosystem of entrepreneurship education, reflected a new niche market of entrepreneurship education, and continuously promoted the process of specialization of entrepreneurship education.

Participatory entrepreneurship education teaching method has become the mainstream.

Interdisciplinary integration of entrepreneurship education curriculum system has become a trend.

With the development of digital economy, the content of entrepreneurship education is more colorful. Knowledge selection is closely related to the development of modern economy, society and science and technology, so we should pay special attention to the selection of teaching content that is conducive to cultivating students' practical ability and innovation ability. After entering the 2 1 century, education experts put forward the interdisciplinary and compound curriculum concept aimed at improving students' innovative ability. Under this background, in order to maintain the national competitiveness, the curriculum system of entrepreneurship education in American universities has been adjusted as follows in recent years: first, the basic course of entrepreneurship has been added to make it a general education in the whole school; Second, increase comprehensive entrepreneurship courses as appropriate, pay attention to interdisciplinary and interdisciplinary content, and organically combine arts and science to help students form a comprehensive entrepreneurial knowledge structure; Third, a relatively perfect entrepreneurial elective system and credit system have been established, and various types of entrepreneurial elective courses have been opened for students to choose from, creating convenient conditions for students with spare capacity to choose courses across disciplines, majors and departments, and shaping students into entrepreneurial talents who can adapt to the needs of the times and the market.

Professional and comprehensive entrepreneurship education teachers have become standard.

Entrepreneurship is an interdisciplinary subject to cultivate students' innovative consciousness, entrepreneurial thinking and entrepreneurial skills, and it is the unity of knowledge and technology. Accordingly, teachers of entrepreneurship education are required to become researchers of entrepreneurship theory, organizers of entrepreneurship teaching activities and directors of entrepreneurship practice activities. Teachers engaged in entrepreneurship education in European and American universities are generally divided into two categories. One is full-time teachers with profound academic background, proficient in entrepreneurial knowledge and theory, and constantly introducing academic research results in entrepreneurship. More and more professional teachers have become the holders of entrepreneurial donation chairs. The other is part-time teachers, mainly composed of successful entrepreneurs and government officials. Such teachers usually serve as practice professors or resident entrepreneurs, hold public lectures and carry out the diagnosis of entrepreneurial projects, so as to share their own entrepreneurial experience, give students vivid examples and guidance, and build a platform for students with various social resources and contacts. European and American universities believe that "double-qualified" teachers can be better qualified for the teaching of entrepreneurship education, provide diversified perspectives and ensure the teaching quality. The construction of entrepreneurship education teachers in European and American universities has the characteristics of "revolving door". On the one hand, university professors are encouraged to do management consulting and even start businesses through institutional measures; On the other hand, entrepreneurs who are part-time teachers generally have high academic qualifications, not only profound theoretical foundation, but also rich practical experience, which lays a good foundation for role transformation.

Multidimensional and systematic evaluation of entrepreneurship education has become a guarantee.

Effective evaluation system is the guarantee of high-quality entrepreneurship education. Foreign universities pay attention to multi-dimensional and systematic evaluation of entrepreneurship education. Multi-dimensional evaluation is embodied in the comprehensive application of different evaluation types, such as process evaluation and summative evaluation, individual development level evaluation and vertical comprehensive ability evaluation, direct evaluation and indirect evaluation, taking into account the needs of stakeholders such as universities, teachers, students, enterprises and communities, and also in the multi-dimensional evaluation object. Teaching content, teaching methods, curriculum system, teachers' team, students' learning effect, and even the overall situation of the whole entrepreneurship education project can be used as evaluation objects. Systematically, teaching evaluation will run through the whole teaching process, forming a demand-oriented whole-process teaching evaluation system. It is not an isolated study of quantitative indicators such as the number of entrepreneurship courses, the rate of self-employment and the sales performance of enterprises, but a comprehensive consideration of hidden factors such as teamwork and cognitive changes of entrepreneurs in the process of entrepreneurship education. With the deepening of the school-wide reform of entrepreneurship education, the teaching evaluation of entrepreneurship education in American universities began to cooperate with engineering, art and other disciplines. The evaluation of the integration of entrepreneurship education and professional education has expanded the breadth and depth of entrepreneurship education teaching evaluation, and further deepened the multi-dimensional and systematic characteristics.

(Author: Shi Yongchuan, Dean of School of Innovation and Entrepreneurship, Wenzhou University)