Under the current employment situation, it has become an inevitable trend for vocational education to carry out entrepreneurship education in an all-round way. It is of great significance to society and individuals for secondary vocational school students to establish entrepreneurial awareness and spirit, master the basic knowledge and practical skills needed for entrepreneurship and enhance their entrepreneurial ability. The following is what I shared with J.L. about how to carry out entrepreneurship education for secondary vocational students. For more entrepreneurial guidance, please pay attention to the new graduate entrepreneurship network.

Under the current employment situation, it has become an inevitable trend for vocational education to carry out entrepreneurship education in an all-round way. China's Ministry of Education clearly pointed out in the Action Plan for Revitalizing Education Facing 2 1 Century:? Strengthen entrepreneurship education for teachers and students. ? However, from the practice in recent years, the effect is not significant. There are not many successful cases of college graduates starting their own businesses in society, let alone secondary vocational students who are not dominant in age and experience. This paper intends to analyze the subject of entrepreneurship education and put forward a preliminary solution.

First, the reasons for the ineffectiveness of entrepreneurship education

1. Impact of economic environment. With the development of global economic integration, countries in the world are increasingly interdependent. The global financial crisis triggered by the American subprime mortgage crisis is seriously affecting the development of the world economy. Economic downturn, high unemployment rate, shrinking market demand and fierce market competition in various countries. As a member of the World Trade Organization, the economic situation in China in recent two years is not optimistic, and many small and medium-sized enterprises are struggling to support it. University graduates who have just left school are facing the pressure of survival after graduation. At the same time, it is at a disadvantage in terms of capital, interpersonal relationship and experience. The severe economic environment determines that their entrepreneurial risks are high and their success rate is not high.

2. Both teachers and students lack successful experience in starting a business. Schools are places for education, not for business. At present, in vocational schools, it is not only students but also teachers who lack successful entrepreneurial experience. Teachers with experience in other industries or independent entrepreneurial experience are not hard to find, and teachers who succeed in starting a business and then go to school are hard to find. Let teachers without successful entrepreneurial experience teach students without entrepreneurial experience to start businesses, and the effect can be imagined.

3. Lack of work experience. As the saying goes? Unfamiliar? Without several years of exploration, it is difficult to have a real understanding of an industry, and it is difficult to ensure the success of entrepreneurship only by relying on the knowledge in textbooks. Entrepreneurship is a step-by-step process, which needs to accumulate experience, establish personal connections and integrate resources to exert pressure? Weather, place and people? Only when the time is ripe can you succeed in starting a business. Every successful entrepreneur's market awareness, business mind and ability to grasp business opportunities are accumulated in the process of struggle in the market, and his entrepreneurial environment is also unrepeatable. Therefore, successful entrepreneurship cannot be completely learned in class, nor can it be imitated by listening to several successful entrepreneurship lectures. People who have no work experience may have problems in purchasing goods, personnel, finance and store management even if they open a small cold drink shop. Ask fresh graduates to start businesses immediately, just like? Drive the landlubber to the river? Similarly, it is individuals who succeed and groups who fail.

4. Lack of venture capital. After students have an entrepreneurial project, the key to deciding to embark on the road of entrepreneurship lies in whether they can raise the funds needed for entrepreneurship. At present, it is difficult for students to apply for business loans, and the procedures are cumbersome. Even if you apply for a loan, the amount is very small; Private lending is risky, and students have not yet established their own credibility. If there is no effective guarantor or collateral, it is difficult to borrow it. Does the financial problem make many students with entrepreneurial enthusiasm? Can't start, retreat? .

5. Insufficient preparation for starting a business. Students are not ready to start a business psychologically, but in terms of knowledge reserve and experience. Students often focus on learning professional knowledge and skills at school, but know little about entrepreneurship and business management, and lack experience in entrepreneurship and business management. In the process of starting a business, students are often afraid of difficulties because they are not very familiar with related industries, do not understand relevant regulations, and do not understand the specific processes and requirements of enterprise operation. It is difficult to determine entrepreneurial projects and even dare not start a business. At the same time, there are many only children now, the environment for students to grow up is relatively good, students' psychology is relatively fragile, and their ability to resist pressure, risks and setbacks is poor. Even if you start a business, you are likely to shrink back when you encounter setbacks.

Second, the current problems in entrepreneurship education in secondary vocational schools

Nowadays, secondary vocational school students are basically post-90 s, with active thinking and strong self-awareness, eager for wealth accumulation and career success, but lacking the spirit of struggle. Every student will face the problem of choosing employment or entrepreneurship, choosing industry and post when he graduates, which makes the employment guidance and entrepreneurship education in secondary vocational schools particularly important. The school where the author teaches is located in economically developed areas, and some students have a strong sense of self-employment. Our school has made some useful attempts in students' entrepreneurship education, and achieved certain results, but it also encountered some problems in the implementation process. The specific performance is as follows:

1. Lack of entrepreneurial confidence. Limited by age, knowledge, experience and experience, secondary vocational school students lack confidence in starting a business. Most students said that employment is their first choice after graduation, not starting a business. They are generally afraid of starting a business and think that they will start a business as soon as they graduate? Unrealistic? Lack of confidence in their own business, fear of failure, dare not try easily.

2. Entrepreneurship is risky. Most students in secondary vocational schools come from rural areas or poor families, and their venture capital is often raised by the whole family. Entrepreneurship carries the hope that the whole family will get rid of poverty and become rich, which increases the difficulty and risk of entrepreneurship. Once the venture fails, the initial investment will be wasted, which is likely to aggravate the poverty of the whole family, which is unbearable for them.

3. Lack of suitable entrepreneurial projects. Entrepreneurship education serves for students' future entrepreneurship. Therefore, it is necessary for schools to choose entrepreneurial projects that are suitable for students' operation, standardized management and success according to the students' situation. Due to the limited family economic conditions, secondary vocational school students are very concerned about the way to obtain venture capital, the scale of funds and the safety of operation, with special emphasis on whether they can make profits in a short time, which increases the difficulty of choosing venture projects. In the process of operation, there are problems that big brands are unwilling to give to students, and small brands are not standardized and difficult to do. At present, the student supermarket is more successful.

4. Entrepreneurship education lacks specific policy guidance. In a sense, traditional vocational education is just? Vocational education? School teaching only cultivates students' professional ability rather than comprehensive creative ability. Entrepreneurship education is quite different from traditional education in implementation. Schools will encounter many specific difficulties when implementing entrepreneurial projects, which are all restricted by school management structure, teachers' knowledge structure, and management assessment requirements of higher authorities. For example, the education department supports vocational colleges to carry out entrepreneurship education, but there is still a lack of specific policy guidance in curriculum content reform, student assessment system reform, establishment and treatment of entrepreneurial project managers, source of project start-up funds, profit distribution, loss responsibility and so on. This requires government departments and schools to formulate corresponding policies and guidelines on entrepreneurship management.

Third, how to solve the problems existing in entrepreneurship education in secondary vocational schools.

Cultivating students' entrepreneurial awareness in secondary vocational schools is an objective need of social and economic development. However, the effect of entrepreneurship education is not obvious at present. How to do a good job in entrepreneurship education for secondary vocational school students? The author believes that we should start from the following aspects.

1. Define the purpose of entrepreneurship education and establish the management system of entrepreneurship education. Students from secondary vocational schools enter vocational schools to learn means of livelihood and entrepreneurial skills. Then, is entrepreneurship education to educate them to start a business if they can't find a job, or to educate them to have the conditions for starting a business? The author believes that vocational education advocates entrepreneurship education for secondary vocational students, not hoping that all students will start businesses after graduation, but providing more choices for students' employment and laying the foundation for their long-term development. Therefore, entrepreneurship education should be regarded as the necessary knowledge of students' entrepreneurship, and together with professional knowledge, professional skills and professional accomplishment, it constitutes the main content of school education. After graduation, students can get a job before choosing a job, get a job before starting a business, get unemployed before starting a business, and bring successful projects to the society.

2. Reform the curriculum system and teaching content, so that entrepreneurship education can permeate all teaching subjects. Entrepreneurship education should be combined with enterprise management, and the curriculum system and teaching content should be reformed according to the characteristics of the industry and the requirements of professional posts, with reference to relevant professional qualification standards, so that entrepreneurship education can permeate all teaching subjects, and all teaching subjects are required to reflect the ideas and contents of entrepreneurship education. For example, in the teaching of finance and taxation knowledge, law, mathematics and other courses, entrepreneurship education can be infiltrated into the concepts of cost and profit, the calculation of break-even point, pricing principles, taxation and other contents; The teaching of courses such as marketing and entrepreneurship guidance can permeate entrepreneurship education into market analysis, entrepreneurship project selection, feasibility analysis, store location, advertising planning, marketing model and management model. In short, under the unified planning of the school and under the guidance of teachers, entrepreneurship education is infiltrated into all courses, so that students can have the basic quality and ability to start a business. 3. Play an exemplary role to stimulate students' entrepreneurial awareness. At present, secondary vocational school students generally have the shortcomings of poor learning foundation, weak self-management ability and weak social adaptability, and do not have the courage to bear hardships and stand hard work and the confidence to work hard. Therefore, it is necessary to set a successful example for students, such as inviting people who have succeeded in starting their own businesses or who have worked hard in enterprises to be promoted and reused (preferably previous graduates of our school) and asking them to return to their alma mater to state their views. Their growth and struggle process is very convincing and infectious to students, which often causes students to scream and set off a wave of imitation. Through their failure lessons and successful experiences, as well as their efforts, let students realize the pressure of employment and the difficulty of starting a business, so as to improve their ability to withstand setbacks and stimulate their awareness of starting a business. The school can also regularly organize students to visit and study in the enterprise where the graduates are located, and be familiar with the operation and job requirements of the enterprise; Use holidays to send students to practice in enterprises where graduates start businesses in a planned way, so that students can understand the process of starting businesses and experience the hardships and joy of success. Therefore, students have the desire and passion to start a business and establish a sense of entrepreneurship.

4. Guide students to understand the needs of enterprises, do a good job in career planning and define goals. Students' career is nothing more than unemployment, employment and entrepreneurship. No one wants graduation to be unemployment, and schools can guide students to establish employment concepts before choosing a job; Educate students: the risks and benefits of employment are relatively small, and as long as you work hard, you may achieve certain success; Through entrepreneurship education, students are fully aware that entrepreneurship is risky, but it is possible to achieve great success as long as conditions are met. Schools should help students understand the current economic situation and employment situation, understand the needs of enterprises, let students correctly evaluate themselves, guide students to carry out career planning, and let students locate their careers as soon as possible and define their goals.

5. Strengthen the construction of teaching staff. The level of entrepreneurship education teachers directly affects the cultivation effect of students' entrepreneurial ability. Entrepreneurship education is a new topic faced by vocational schools. It is best for the teachers to be backbone teachers with rich industry experience and strong sense of responsibility. At the same time, schools should also use various ways to strengthen the training of entrepreneurship education teachers. Teachers should also strive to improve themselves according to the teaching requirements of entrepreneurship education, actively carry out social research and social practice, and personally participate in entrepreneurship practice instead of staying? Theoretically? Stage. Only by improving the level of entrepreneurship education teachers can we better cultivate students' entrepreneurial awareness and guide students' entrepreneurial work.

6. Strengthen practical teaching and improve students' entrepreneurial ability. Entrepreneurship education can cultivate and improve the basic quality and ability of students' entrepreneurship. Schools should strengthen practical teaching, provide students with industry information, rationally plan entrepreneurship training projects, and improve students' entrepreneurial ability to meet the needs of future employment and entrepreneurship. Schools can organize students to visit all kinds of enterprises, carry out various forms of entrepreneurship training, encourage students to actively participate in entrepreneurial activities, let students put forward their own entrepreneurial plans, have basic input-output analysis ability and project operation ability, and implement or simulate the implementation under the guidance of teachers, so that students can feel the hardships of entrepreneurship and experience the fun of entrepreneurship. During the winter and summer vacations, students can also be organized to practice in enterprises, so as to grasp market information, predict market demand, gain insight into market business opportunities, observe consumers' spending power and consumption characteristics, exercise students' communication and management skills, collect information for students' future entrepreneurship, stimulate entrepreneurial inspiration and prepare for entrepreneurship.

7. Establish a pioneer park, introduce entrepreneurial projects, manage projects by company system, and guide students to start businesses. According to experts' research results, the success rate of joining chain entrepreneurship is much higher than that of self-employment. Students lack social experience, knowledge and experience, and are only suitable for projects with small investment, good market and low risk. Conditional schools can set up business parks. It is safer to strengthen school-enterprise cooperation with large chain enterprises in the consumer industry, introduce projects suitable for students' entrepreneurship, and adopt a company system to manage entrepreneurial projects. Each project operates independently, accounts independently and is responsible for its own profits and losses. Teachers guide students to carry out entrepreneurial practice activities integrating teaching and management, so that students can engage in investment, management, operation and service respectively, be familiar with all links, and gain experience and lessons from self-employment; Guide students to start their own businesses on the basis of school entrepreneurship projects, let them experience and be familiar with the decision-making and management of enterprises, and let them understand and master the basic laws and modes of enterprise operation; Let students realize in practice that entrepreneurship should start with employment, accumulate experience and truly establish entrepreneurial awareness. It is necessary to promote self-employment step by step and help students control entrepreneurial risks. Only when the projects of the Pioneer Park are profitable can we truly reflect the level of teachers' entrepreneurship and help graduates who want to start their own businesses to go to society with more mature entrepreneurial projects.

8. Educate students about setbacks and cultivate their will quality. Students in secondary vocational schools are in an unstable stage of psychological development, and most of them have inferiority complex. And a good mental state is an essential element of entrepreneurial success. Therefore, it is necessary to educate students about setbacks, help them overcome all kinds of bad mentality, bravely face difficulties and setbacks, and enhance their entrepreneurial confidence. Teachers can make students understand that starting a business is not smooth sailing, as long as you work hard, you can succeed. In the teaching process, we should consciously cultivate students' awareness of being proactive and striving for strength, and educate and guide students to establish confidence in overcoming difficulties and creating a better future.

9. Policy support. The so-called policy support means that the state or local government encourages secondary vocational school students to carry out entrepreneurial practice activities through certain policy measures. Including solving the problems of starting a business site, projects, funds and personnel in secondary vocational schools; Solve the financial problems commonly encountered by secondary vocational school students in starting businesses; Provide entrepreneurial guidance to help them avoid market risks to the maximum extent; Fully integrate all kinds of social resources that are conducive to secondary vocational school students' entrepreneurship and help them succeed to the maximum extent.

Four. conclusion

Entrepreneurship education is a systematic project, which requires the joint efforts of the government, society, schools and students. Because of the gap in age, experience, knowledge, experience and confidence, secondary vocational school students are at a disadvantage in entrepreneurial practice and are forced to start a business rashly, with a high probability of failure. At present, there are some problems in vocational school students' entrepreneurial practice, such as lack of confidence, lack of practical experience, lack of funds and lack of policies. We must provide necessary guidance and help for vocational school students' entrepreneurship through government policy guidance and school entrepreneurship education, so that vocational school students can learn entrepreneurial skills, master employment initiative and make contributions to social and economic development.

References:

1., Chen, Mo Yali. Vocational guidance and entrepreneurship education. Tsinghua University Publishing House, 2007.

2. Lu Zhipeng. Career planning and employment guidance. Economic Science Press, 2008

3. don Start a business? Employment guidance. China Economic Publishing House, 2008.

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