Reflection And Reconstruction Of Graduate Entrepreneur Education Curriculum Based On The View Of Practical Curriculum

Entrepreneurship is an important form of innovation and the driving force ofeconomic development. University has the responsibility of cultivating entrepreneurialtalent. However, the traditional mode of graduate education, on the one hand, can’tadapt to the cultivation of entrepreneurial talents, on the other hand, the expansion ofthe graduate students enrollment makes graduates face the severe employment situation,and hinders the realization of the value of their life. So it is necessary to implementgraduate entrepreneurship education, whose aim is to arouse the graduate student’sentrepreneurial awareness, rich their business knowledge, improve their entrepreneurialskills. Curriculum is in the core position of the entrepreneurship education, which canpromote the achievement of the goals of graduate entrepreneurship education. However,the existing graduate entrepreneurship education curriculum has many problems andneeds to take measures to reconstruct.This paper takes H University as an example, using the method of literature study,questionnaire and interview to obtain the empirical data, combined with the view ofpractical curriculum and graduates’ evaluation of existing curriculum, to reflect on thecurrent curriculum. I find that the current curriculum has the following problems, thehidden curriculum is under exploitation and lack of the fusion with professionaleducation. As to the theoretical curriculum, entrepreneurship lecture’s propaganda is notin place, the content of the lecture can’t meet the demand of graduate students, and thefeedback of the lecture is insufficient. The curriculum of SBTI doesn’t have enoughsetting times. The activity curriculum’s propaganda is not in place, the related businesscommunity itself has many defects. The entrepreneurship practice activities has anarrow coverage.Combined with the reflection on the graduate student entrepreneurship educationcurriculum, the graduate students’ own characteristics of innovation and self-study, and the advice of successful entrepreneurs, based on the view of the practicalcurriculum, this study reconstructed "graduate entrepreneurship education systemand curriculum support system",which is a shape of pyramid. In the meantime, wecarried on the concrete analysis on the curriculum, including hidden curriculum,theoretical curriculum and practical curriculum. The hidden curriculum are for all thegraduate students, and aims at stimulating entrepreneurial awareness by creating a freelearning environment and business culture on campus, undertaking infiltration in theprofessional teaching. The theoretical curriculum is mainly for those who haveentrepreneurial awareness, aimed at enriching their business knowledge, including theforms of the innovation ability training, graduate students’ studying businessknowledge by themselves, consolidating knowledge through entrepreneurship lectures,SBTI’s advanced courses, and mentor guidance for entrepreneurial teams. Thepractical curriculum includes activity curriculum and entrepreneurship practiceactivities, which are for graduates who have enterprise consciousness, aimed atimproving their entrepreneur skills. It mainly makes three kinds of entrepreneurialcommunities, who make clear their respective functions, provide all kinds of activities,offer graduate students the opportunity to visit the enterprise, entrepreneurshipapprentice and internship opportunities. In the end, this paper put forward thesafeguard measures for graduate entrepreneurship education curriculum from threeaspects, strengthening graduate entrepreneurship education management, optimizingthe structure of graduate entrepreneurship education teachers, establishing curriculumevaluation system for graduate entrepreneurship education.