摘要
从历史的角度看,我国20年来的创业教育大致可以区分为由国际非政府组织和国内教育行政部门合作推动实施的"弱势群体"创业教育发展形态、由政府主导的"精英创业教育"和市场推动的"就业创业教育"交融发展形态、由教育发展战略和经济转型历史任务双重驱动的"全体性创业教育"发展形态。从合理性的角度审视,当下的创业教育实践仍存在着"排他化"、"片段化"、"孤岛化"、"悬浮化"等方面问题。因此,我国未来创业教育应从"全纳性"、"全息式"、"专业化"和"生态化"四个维度进行建构。
From a historical perspective, China＇s 20 years of entrepreneurial education is divided into 3 stages： the ＂ vulnerable groups＂ entrepreneurship education driven by international non-governmental organizations and the educational administrative departments of China, co-development of ＂elite entrepreneurship education＂ led by the government and ＂the mass entrepreneurship education＂ driven by market, and ＂ entrepreneurship education for all＂ driven by educational strategic and economic transformation. From the angle of rationality, the current practice of entrepreneurship education still involve ＂ exclusion＂, ＂fragmentation＂, ＂isolation＂, ＂suspension＂ and so on. Future entrepreneurship education construction needs to be ＂ inclusive＂, ＂holographic,＂ professional ＂and＂ ecological ＂ .
出处
《教育发展研究》
CSSCI
北大核心
2014年第3期49-55,共7页
Research in Educational Development
基金
河南省社科规划项目“创业教育学构建的基本理论问题研究”(2013CJY007)
河南省教育厅人文社科规划项目“创业教育学构建的基本理论问题研究”(2013-GH-216)
河南省(科技厅)软科学研究项目“基于大中小学协同的创业教育体系构建研究”(142400410330)的阶段性研究成果
关键词
学校创业教育
合理性取向
school-based entrepreneurship education, rationality orientation, problem, path selection
