Abstract
Effective entrepreneurship education can not only cultivate students’ entrepreneurship awareness and inspire entrepreneurial potential, but also set up an entrepreneurial foundation and form entrepreneurial practice, but the current teaching system doesn’t have strong timeliness, due to the high interest of students and lack of rich teaching methods and means by college teachers. Taking “online + offline” entrepreneurship education courses as an example, an “online + offline” teaching mode based on case teaching method was developed in this paper. Based on curriculum theory, the author identified the attractive quality and must-be quality of this course by fully understanding students’ needs in the learning process of “online + offline” courses, and designed a questionnaire on the needs for the learning support services of “online + offline” course products, to understand the satisfaction degree of students corresponding to each need. At the same time, combined with the characteristics of the “online + offline” courses, by reference to the evaluation criteria of DEMATEL-ANP, course mentoring, communication, final exam, subtitles and video effect were taken as key indicators, to build an evaluation system to be used in this mode. Finally, the teaching practice proves that this mode can better increase students’ learning interest, expand the teaching content of entrepreneurship education course and improve students’ satisfaction with this course.
Highlights
With the deepening of global social development and economic system reform, the concept of entrepreneurship has gradually been interiorized, and entrepreneurship education has emerged in response to the advent of knowledge economy and become an inevitable product and urgent demand of the new era
Considering that the idea of quality-oriented education must fully respect students’ cognition rules, in the process of implementation, an “online + offline” teaching mode dominated by teachers, oriented to students and based on media technology was taken, a student case teaching mode was created and the teaching procedures of “asking questions, students learning by themselves- teaching cases, deepening knowledge architecture -discussing case, feedback and correction” were established, whose connotations can be expressed as: in the context where teachers guided and students learned independently, students established a student-oriented inquiry process, by designing cases, deepening knowledge architecture, and carrying out a series of cooperation and discussions, and their learning interest was aroused through the medium of questions
From Tab. 5 above, students were highly receptive to the “online + offline” entrepreneurship education courses, and the support rate was more than 80%, which indicated that the “online + offline” teaching mode proposed in this paper was more consistent with the receptive characteristics of students
Summary
With the deepening of global social development and economic system reform, the concept of entrepreneurship has gradually been interiorized, and entrepreneurship education has emerged in response to the advent of knowledge economy and become an inevitable product and urgent demand of the new era. As a concentration place of the training of knowledge groups and high-quality talents, colleges and universities should vigorously carry out entrepreneurship education and constantly deepen the reform of innovation and entrepreneurship education, which can accelerate the implementation of innovation-driven development strategy, serve the iJET ‒ Vol 15, No 10, 2020. The “online + offline” teaching of entrepreneurship education course is faced with new problems. How to truly make “online + offline” teaching effective is a necessity of quality-oriented education reform in the era of big data and informatization
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