【作者】 柴旭东；

【导师】 戚业国；

【作者基本信息】 华东师范大学 ， 高等教育学， 2010， 博士

【摘要】 创业教育是培养受教育者在社会经济、文化等领域进行创新,开拓新的发展空间,满足自身发展需求并为他人提供机遇的探索性行为的教育活动。从上世纪90年代在我国大学开展以来,创业教育的理念正在普及,系统化教育教学和实践体系正在形成,创业型人才已成为大学生希望的发展方向之一,大学生创业活动也取得了一定成效,引起了社会的关注,各级政府出台了相关政策鼓励开展创业教育,培养大学生的创业意识。创业教育研究也获得了很大进展,不仅推动了创业教育尽快步入科学发展的轨道,而且进一步创新了大学教育理念,拓展了大学教育改革与发展的思路,给大学的发展带来新的机遇。但是,创业教育是新兴的教育实践领域,对于创业教育的目标定位、发展模式、教学与培训方法、教学资源组织、实践教学体系建设等问题都有待深入研究。创业能力是集中表现创业教育质量的指标,但以显性知识传播为主的大学创业教育难以满足大学生提升创业能力、培养创业精神的急迫要求。要提高创业教育的效果,需要遵循创业知识和技能生成和转移的规律,弄清创业知识和能力的特点及其存在形式,方可收到良好效果。论文从隐性知识在创业能力形成过程中的重要作用出发,研究大学生创业能力中的隐性知识成分、隐性知识转移规律在大学创业教育中的作用,进而探索如何遵循隐性知识转移的规律,更好提升大学生创业能力、树立创业精神、提高大学创业教育效果,建立以实践为导向、能力为标志、参与为目的的大学创业教育体系,使更多的大学生从中受益。论文主要包括下列内容：绪论部分对研究背景、内容、方法以及重要概念进行说明,对有关创业教育、隐性知识理论以及隐性知识与创业教育的关系的研究进行综述分析,掌握这个问题当前的进展。第二部分对隐性知识与大学生创业能力的关系进行研究,认为隐性知识转移的实质是获得能力,而创业教育是以实践为导向的教育活动,能力提升是实践型教育活动的出发点和归宿,因此创业能力培养是大学创业教育的核心,隐性知识的转移是大学生创业能力形成的关键。第三部分对我国大学创业教育发展及其不足进行总结,既看到大学创业教育已由质疑到获得认可,也看到依然存在的不足使大学创业教育不能满足创业大学生的需求,其主要原因在于没有能够找到适合创业能力形成规律的有效方法。在理论研究的基础上认为以隐性知识为主的创业能力是可学可教的,以隐性知识转移为主要特征的创业学习是提升创业能力的有效形式。同时对国外大学创业教育的新进展进行了研究。第四部分通过访谈及问卷调查方式对大学创业教育中隐性知识的作用进行调查研究,证实了在大学生创业能力中存在属于隐性知识范畴的内容；大学生创业能力中属于隐性知识范畴的内容难以通过以知识体系传授为主的教育方式获得,而主要是通过隐性知识转移的方式获得；现行大学创业教育体系缺乏隐性知识转移的有效机制。并基于调研结果的分析提出了大学生创业能力结构模型。第五部分对大学创业教育体系存在的问题进行分析,主要分析了大学生创业环境、理念、模式、教学方法和课程方面存在的问题,为进一步展开对策研究奠定基础。第六部分在调查研究的基础上,提出了对大学创业教育体系建设有关对策,主要有构建以能力为核心的多重创业教育目标体系,完善以创业教育为平台、创新和创意教育为支撑的“三创教育”体系,建立基于创业活动过程的创业教育资源配置模式,建设高质量创业教育教师队伍,采用基于问题解决的教学方式,运用灵活有效的团队学习组织形式等六项措施。更多还原

【Abstract】 Entrepreneurship education is such an exploratory activity that trains the educates to innovate and explore new developing space in social economy and culture area, while meet oneself needs for further development as well as provide opportunity to others at the same time.Since entrepreneurship education established in 1990s, the idea of entrepreneurship education is getting more popular and systematic education and practice is forming. Also, entrepreneurial talents is becoming one of the objectives that university students want to be, and entrepreneurial activities work well to some extent, which attracted the attention from society. As a result, local government announced relevant policies to encourage executing entrepreneurship education and fostering the entrepreneurial awareness among students.And the research of entrepreneurship education has gained great achievements, which not only enhance the scientific development of entrepreneurship education, but also innovate the university education concept, expand the methods for university education reformation and development, bring the new opportunity to university development. However, entrepreneurship education is the new area for education practice, which leaves large room for further research in objective position, development mode, training method, resource organization and practice education system establishment of enterprise education.Entrepreneurial competence is the indicator that highly represents enterprise education quality. But university entrepreneurship education mainly on dominant knowledge communication can’t satisfy the urgent need for students to improve entrepreneurial competence and foster entrepreneurial spirits.In order to raise the efficiency of entrepreneurship education, we need to follow the generation and shift law, and understand the features and its existing forms of entrepreneurial knowledge and ability. Only in this way can we gain the good results.Based on the key importance of tacit knowledge in the process of entrepreneurship foster, this paper studies the effect of tacit knowledge elements and metastasis in the university entrepreneurship education. Then further explore on how to follow tacit knowledge metastasis, improve student entrepreneurial competence, foster entrepreneurial spirits, better the university entrepreneurship education results, and set up the university entrepreneurship education system that is based on practice, ability and participation, to benefit more and more students.The paper mainly include the following: Introduction part is an illustration of the research background, contents, methods, and important concepts, as well as a summary analysis of the theories related to entrepreneurship education and tacit knowledge and the research of the relationship between them, grasping the current progress of this problem.The chapter two studied the relationship between tacit knowledge and graduates entrepreneurial competence,considering the essence of tacit knowledge transfer is to obtain power, and entrepreneurship education is practice-oriented educational activities, capacity enhancement is the starting point and destination of the practice-based educational activities, so entrepreneurship building is the core of entrepreneurship education in universities.The chapter three summarized development and deficiency of entrepreneurship education in universities, noticing not only entrepreneurship education in universities has been challenged to be recognized, but also there is still insufficient to meet business needs of college students, the main reason of which is not able to find an effective method for the formation of entrepreneurial competence. Theoretically, the study think that entrepreneurial competence based on tacit knowledge can be learned and taught, and entrepreneurial learning based on tacit knowledge transfer as the main feature is an effective way to enhance entrepreneurial competence.The chapter four carried an empirical study to explore the effect of tacit knowledge on entrepreneurship education in universities by interview with face to face and questionnaire-investigation, confirmed existing hypothesis:there are some tacit knowledge in graduates entrepreneurial competence; students can acquire tacit knowledge of graduates entrepreneurship by tacit knowledge transfer method, not by education method with imparting the knowledge as major; the present entrepreneurship education system in universities lack of effective mechanism of tacit knowledge transfer.The chapter five analyzed defects of entrepreneurship education system in universities, which consists graduates entrepreneurial environment, ideal, mode, teaching method and curriculum, paved a way for further countermeasures study.The chapter six proposed some counter measures of building an entrepreneurship education system, which includes establishment of ability-centered multiple targets system of entrepreneurship education, improving the system with entrepreneurship education as a platform, an innovative and creative education as supported., setting up an entrepreneurship education resource deployment models under carve out process, training high qualified teachers, adopting PBL mode, applying group learning in a flexible way.更多还原