UNESCO 1999 published the World Declaration on Higher Education in the 2 1 Century: Prospect and Action, which stated that "entrepreneurial skills and entrepreneurial spirit must be regarded as the basic goals of higher education". Developed countries, especially the United States, have accumulated rich experience in the practice of entrepreneurship education and have continuously trained a large number of talents with innovative and entrepreneurial abilities.

First, the characteristics of American entrepreneurship education

1. Entrepreneurship education is gradually forming a complete social system and teaching and research system. In the past 20 years, entrepreneurship has become the fastest-growing discipline in American universities, especially in business schools and engineering schools. At present, entrepreneurship education in the United States has been incorporated into the national education system, covering formal education from junior high school, senior high school, undergraduate course to graduate student. By the beginning of 2005, more than 600 colleges and universities in the United States had offered entrepreneurship courses, forming a relatively scientific and perfect teaching and research system for entrepreneurship education.

2. Pay attention to entrepreneurial practice and effectively develop and utilize entrepreneurial resources of the whole society. Entrepreneurship education in the United States attaches great importance to practicality and application. The entrepreneurship education system includes not only setting up entrepreneurship courses generally, setting up undergraduate and graduate entrepreneurship management majors, but also establishing entrepreneurship centers and entrepreneurship education research institutes in colleges and universities. It not only creates a strong entrepreneurial culture atmosphere on campus, but also establishes a wide external contact network with the society through the entrepreneurial center, including various incubators and science parks, venture capital institutions, entrepreneurial training institutions, entrepreneurial qualification assessment institutions, small business development centers, entrepreneurs alumni associations, entrepreneurs associations, etc. To form an entrepreneurial education ecosystem with benign interactive development among universities, communities and enterprises, and effectively develop and integrate various social entrepreneurial resources.

3. Vigorously cultivate and stabilize the teaching staff of entrepreneurship education. American colleges and universities attach great importance to the selection and special training of entrepreneurship education teachers, encourage and select teachers to engage in entrepreneurship practice, carry out demonstration teaching or seminars on entrepreneurship education cases, and exchange experience in entrepreneurship education, which effectively improves the level of entrepreneurship education for teachers and stabilizes the teaching staff. On the other hand, paying attention to absorbing some people with both entrepreneurial experience and academic background to engage in part-time teaching and research, especially hiring successful entrepreneurs as visiting professors of entrepreneurship education, has achieved good results.

4. Entrepreneurial activities in colleges and universities have become the direct driving force of American economy. In the entrepreneurial craze in the United States, college students' entrepreneurial activities attract attention. Many famous high-tech companies in the United States are almost all founded by college entrepreneurs using venture capital, such as Moore of Intel, Grove of Microsoft, Gates and Allen, Sue Park of Hewlett-Packard, Anderson of Netscape, Dell of Dell and Jerry Yang of Yahoo. , are examples of entrepreneurs. According to a statistic of MIT, since 1990, MIT graduates and teachers have created more than 150 new companies every year on average. By the end of 1999, its graduates had founded 4,000 companies, employed 165438+ 10,000 people, and generated sales of $232 billion, which is very important for the United States, especially Massachusetts. It is no exaggeration to say that entrepreneurial activities in colleges and universities have become the direct driving force of American economic development.

Second, the enlightenment of American entrepreneurship education

1, the first thing should be the change of social education concept. For a long time, the traditional educational concept in China holds that the choices that college students face after graduation are employment, postgraduate entrance examination and going abroad, and the talent training goal of universities is limited to research and application. The whole society and family also lack the cultivation and education of children's innovative spirit and entrepreneurial consciousness. According to a survey report of Tsinghua University Entrepreneurship Center, the average level of entrepreneurship education in China is lower than the global entrepreneurship observation statistics. The proportion of college students' entrepreneurship in China is less than 1% of the total number of graduates, while that in developed countries generally accounts for 20%-30%. Therefore, we must change the traditional education concept of the whole society as soon as possible, deepen the reform of talent training mode in colleges and universities, shift from employment education to innovation and entrepreneurship education, and establish a new concept of paying equal attention to employment and entrepreneurship. Self-employment is not only an important way for college students to obtain employment, but also an important mode for college students to become talents. The renewal of educational ideas should at least include the following four basic contents: people-oriented educational ideas; Student-centered teaching concept; The concept of educational quality to promote students' all-round development; The educational value of cultivating innovative and entrepreneurial talents.

2. People-oriented reform of traditional talent training mode. People-oriented is the core of Scientific Outlook on Development, and it is particularly important to adhere to people-oriented in entrepreneurship education. We must give top priority to caring for, caring for and respecting people, and fully stimulating people's enthusiasm and creativity, and combine the reform of traditional talent training mode with learning and drawing lessons from the successful experience of entrepreneurship education, including the United States: First, we should combine attaching importance to knowledge, students' diligence, practicality and modesty with attaching importance to intellectual development and comprehensive ability training, and students' broad interests, broad horizons and daring to take risks; The second is to combine the rigorous and systematic attention to knowledge with the internal relationship and development direction of mastering knowledge; The third is to combine the emphasis on students' solid basic knowledge with the emphasis on their independence and development; The fourth is to combine the style of emphasizing truth-seeking with the style of pursuing romance; The fifth is to combine "learning more and understanding less" with "learning less and understanding more". College students' innovation and entrepreneurship should not only be cultivated as a kind of ability, but also form a campus cultural atmosphere that respects talents, knowledge, creation, science and innovation, so as to fully stimulate and cultivate students' innovative spirit and entrepreneurial consciousness.

3. Build a national education system of entrepreneurship education with China characteristics. Drawing on the successful experience of foreign countries, China should improve the quality of the whole people, put the cultivation of entrepreneurial talents in the same important position as the cultivation of research-oriented talents and applied talents, encourage and advocate all kinds of universities and even middle schools to carry out various forms of entrepreneurial education, introduce entrepreneurs and various social entrepreneurial resources into universities, and keep close contact with enterprises, society and schools, so that the cultivation of entrepreneurial talents will gradually become an important part of China's higher education talent cultivation system.

4. Pay attention to the selection and training of teachers in entrepreneurship education. Entrepreneurship education is inseparable from high-quality teachers, so it is necessary to put the selection and training of high-quality teachers for entrepreneurship education on the important agenda. On the one hand, it is necessary to strengthen the professional training for the backbone teachers of entrepreneurship, and at the same time, formulate incentive measures to encourage in-service teachers to take part-time jobs in the front line of entrepreneurship or plan to send potential young teachers to directly participate in entrepreneurial practice. On the other hand, some entrepreneurs, successful entrepreneurs and technical innovation experts can be hired as part-time teachers in the entrepreneurial base, or engage in teaching and research on entrepreneurship part-time, so as to expand the teaching staff of entrepreneurship education. At the same time, actively explore colorful innovation and entrepreneurship practices, strengthen academic exchanges, seminars and scientific research in the field of innovation and entrepreneurship at home and abroad, and cultivate and bring up a grand and high-level team of entrepreneurship education teachers.

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