Innovation and entrepreneurship education holds significant importance for the comprehensive development of college students’ qualities and has been promoting profound changes in the global higher education system in recent years. The Ministry of Education has actively promoted the implementation of innovation and entrepreneurship education. In response to the policy, universities have established specialized innovation and entrepreneurship education classes, striving to cultivate a large number of high-caliber talents in innovation and entrepreneurship. However, the current education in these dual-innovation characteristic classes faces challenges such as unfocused teaching content, misaligned resource integration, and incomplete evaluation schemes for assessing the effectiveness of talent cultivation. Based on this context, this paper explores the key elements and mechanisms for the construction of dual-innovation characteristic classes. It proposes establishing a student selection mechanism characterized by “broad-based recruitment, dynamic mobility, and performance feedback”. Additionally, it advocates for the implementation of a multi-mentor system comprising “academic mentors on campus, incubation mentors from society, and industry practice mentors”. The paper also suggests constructing a progressive curriculum framework consisting of “cognitive, practical, and expansive layers”, and establishing a four-dimensional ecological network of resources that connects “academia, industry, government, and alumni”. Furthermore, it explores a diversified comprehensive assessment scheme that incorporates “process-oriented, project-based, peer-evaluated, and follow-up review” methods. The paper emphasizes the need to strengthen the design of a specialized innovation-entrepreneurship integration curriculum system that encompasses “disciplinary attributes, professional characteristics, operational orientation and universal applicability” aspects, thereby assisting students in developing core competencies suited to industrial transformations and fostering a high-quality cultivation mode for dual-innovation characteristic classes.
Hongtao Huang (Thu,) studied this question.