Academic Journal of Science and Technology 
ISSN: 2771-3032 | Vol. 1, No. 3, 2022 

 

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Research	on	Innovation	and	Entrepreneurship	
Education	Model	in	Colleges	and	Universities	Based	on	
The	Integration	of	Specialty	and	Innovation	
Jingxin Wu, Xianli Wang 

Guizhou University of Commerce, Guizhou, 550014, China 

 

Abstract: With the introduction of the educational concepts of "innovation and entrepreneurship" education and "three 
comprehensive education" in colleges and universities, different colleges and universities have also begun to introduce 
extracurricular entrepreneurship practice cases and information-based dual-creation service platforms in the teaching activities 
of subject curriculum content. And developed a complete set of systematic "integration of innovation and integration" teaching 
plan. From the perspective of "integration of specialization and innovation" in the construction of disciplines and majors, the 
integration of production and education and school-enterprise cooperation education in different disciplines in colleges and 
universities should be based on the teaching system of "integration of specialization and innovation" and the information-based 
innovation and entrepreneurship service platform. Under the integrated teaching situation, reform and innovate the original 
classroom teaching content and education mode, strengthen the problem exploration and interactive communication between 
teachers and students, and focus on the cultivation of students' innovative and entrepreneurial awareness, theoretical and practical 
skills, so as to solve the problem of professional knowledge teaching.  The contradictions in the demand of social talents. 

Keywords: Integration of specialization and innovation, Colleges and universities. Innovation and entrepreneurship, 
Education model. 

 

1. Foreword 
Since the State Council issued the "Opinions on Promoting 

the High-Quality Development of Innovation and 
Entrepreneurship to Create an Upgraded Version of 
"Innovation and Entrepreneurship" in 2018, different colleges 
and universities have taken the education of innovation and 
entrepreneurship courses as the expansion and additional 
content of the teaching of professional courses, gradually 
making the disciplines more effective. The training of 
professional talents moves closer to the direction of national 
economic development and social talent demand. Through the 
introduction of the professional teaching concept of 
"integration of specialization and innovation", led by teachers 
with rich experience in the school, a network teaching 
situation integrating MOOCs and micro-courses is created, 
combined with extracurricular entrepreneurial practice cases, 
scientific research and innovative content, Make innovative 
designs for the teaching content and teaching methods of 
different subject courses, guide students to participate in 
practical activities in off-campus innovation and 
entrepreneurship bases, and promote the integration and 
development of innovation and entrepreneurship knowledge 
chain and practice chain. 

2. The Meaning and Types of 
Innovation and Entrepreneurship 
Education Model from The 
Perspective of “Integration of 
Specialization and Innovation” 

Compared with the traditional teaching mode that focuses 
on the content of textbooks and classroom cases in different 
subjects, the innovation and entrepreneurship curriculum 
education of "integration of specialization and innovation" 

adheres to the practice-oriented classroom education concept 
and talent training goals, and uses off-campus innovation and 
entrepreneurship bases. , to provide students with a variety of 
knowledge content and practical learning experience, to 
stimulate students to participate in "inquiry-based" learning 
independently, and to realize the educational value of 
"specialized integration" of innovation and entrepreneurship 
courses. [1] 

Judging from the "integrated innovation and integration" 
education of innovation and entrepreneurship carried out by 
different colleges and universities, different disciplines and 
majors often adopt point-like, chain-like and other teaching 
link design schemes. First of all, the "point-like" teaching 
organization design of specialized creative and integrated 
courses divides different professional theoretical knowledge 
and practical teaching methods inside and outside the 
classroom into multiple point-like classification modules, and 
each module contains a large type of knowledge points. . For 
example, in the teaching setting of computer subject courses, 
there are module contents such as "Computer Public 
Fundamentals" textbook theory, JAVA/C language program 
assembly, PLC single-chip automatic control system, 
software application cases, etc., which are taught by subject 
teachers in computer public compulsory courses and 
extracurricular practice teaching. It is the most common and 
common course teaching mode in colleges and universities, 
explaining basic theoretical knowledge and practical 
application methods to students. 

Afterwards, the "chain-like" teaching of innovation and 
entrepreneurship and "integration of specialization and 
innovation" takes students as the center of curriculum 
education, takes subject curriculum issues as the starting point, 
and aims to cultivate comprehensive practical talents, and 
creates problem-inspired situations, online and offline. The 
teaching links such as course explanation, interactive 



 

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discussion between teachers and students, and case practice 
experience, etc., strengthen the interconnection between 
professional theoretical knowledge points and practical cases 
in different links, and evaluate the teaching achievements of 
entrepreneurship practice cases and scientific research 
innovation content inside and outside the classroom, so that 
Students change from "passive" knowledge acceptance and 
memory to "active" exploration and application of innovation 
and entrepreneurship problems, and apply the knowledge they 
have learned to the solution of complex social problems. 

3. Problems Existing in the Teaching of 
Innovative and Entrepreneurship 
Education of “Integration of 
Specialty and Innovation” in 
Colleges and Universities 

Compared with the teaching of foreign "integrated 
innovation and entrepreneurship" innovation and 
entrepreneurship courses, there are still gaps in educational 
concepts, teaching content, teaching methods, etc., including 
the following teaching problems: [2] 

3.1. Different Subject Courses Lack 
Innovation and Entrepreneurship-oriented 
Educational Goals 

The most important thing for the integrated development 
between the teaching of professional courses in colleges and 
universities and the practical education of innovation and 
entrepreneurship is the school administrators and teaching 
staff. , students' practical application ability training, etc., to 
design basic theoretical knowledge, practical teaching cases, 
and teaching methods. 

However, at present, most college teachers lack the 
thinking consciousness of "specialized innovation and 
integration", and still follow the traditional theoretical 
knowledge "indoctrination and teaching" plan to explain the 
existing subject theories and practical cases in the textbook, 
ignoring the students' own learning conditions and personality 
preferences. Realistic factors such as these make the 
theoretical and formalization of subject course teaching 
serious, which cannot be connected with the talent needs of 
social enterprises, and it is difficult to achieve the educational 
effect of driving students to innovate scientific research and 
entrepreneurial practice. 

3.2. The Teaching Situation, Teaching Content 
and Methods of Subject Courses Lack 
Innovation 

The rapid development of big data, cloud computing 
technology, and "Internet +" information technology has 
forced colleges and universities to start from the introduction 
of extracurricular professional knowledge content, as well as 
the application of MOOCs and online online teaching 
platforms for micro-courses. Reform and innovation of 
curriculum education content and teaching methods. 

However, the actual situation is that some colleges and 
universities have not created a teaching situation that 
conforms to students' cognition in the teaching process of 
professional courses, and seldom introduced from 
extracurricular channels, entrepreneurial practice projects and 
innovative research cases related to the teaching content of 
this course. Instead, it still focuses on the content of school-

based textbooks and classic classroom practice cases to 
explain and convey cultural and scientific knowledge. At the 
same time, although teachers have used multimedia software, 
PPT courseware and other network equipment to carry out 
practical demonstration education for students in different 
subject courses, they have not yet built a networked online 
teaching platform, leading to innovation and entrepreneurship 
between teachers and students. Practice and online interaction 
have encountered great obstacles. 

3.3. The Construction of Innovation and 
Entrepreneurship Training Rooms and 
Practice Bases Inside and Outside the 
School Needs to Be Improved 

Under the guidance of the concept of "integration of 
innovation and entrepreneurship", the main goal of the 
teaching activities of innovation and entrepreneurship courses 
in colleges and universities is to transform the existing 
professional theoretical knowledge and scientific research 
practice cases into project results with social value, so as to 
generate considerable social and economic benefits as much 
as possible. . At present, the realization of the achievement 
transformation goal of this project is faced with the problems 
of the lack of facilities for innovation and entrepreneurship 
training rooms on campus and the imperfect construction of 
off-campus social practice bases. [3] 

On the one hand, some colleges and universities are limited 
by the shortage of educational development planning and 
financial funds, and seldom build training rooms for liberal 
arts disciplines. In addition to computer science, innovative 
training rooms and experimental equipment in other science 
and engineering disciplines are still outdated and lacking. On 
the other hand, social enterprises rarely provide opportunities 
for professional teachers and students to participate in 
extracurricular practice due to the consideration of industrial 
management benefits. The construction of industrial practice 
bases is also limited to entrepreneurship guidance centers, and 
cannot provide entrepreneurial projects for students’ subject 
courses. Practice, innovative research and other activities, 
provide sufficient support and guidance. 

3.4. Insufficient Teaching Staff and 
Educational Support Policies for 
Innovation and Entrepreneurship Courses 

The innovation and entrepreneurship course education of 
"integration of specialization and innovation" requires the 
introduction of teaching teachers with solid theoretical 
knowledge and rich practical experience in the school, so as 
to ensure the normal development of education activities of 
dual entrepreneurship courses inside and outside the 
classroom. However, at this stage, the teachers who 
participate in the teaching of subject course content and case 
practice content in colleges and universities are all full-time 
teachers who have graduated from the college. Although they 
have solid and comprehensive professional basic theoretical 
knowledge, they lack practical experience in social 
entrepreneurship projects. In the course of the course teaching 
activities, it is only explained according to the textbook cases, 
and it is difficult to provide students with classroom 
innovation cases, extracurricular entrepreneurial practice 
guidance and question answers, so that the innovative and 
entrepreneurial teaching auxiliary role of "specialization and 
innovation integration" cannot be brought into play. 



 

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4. An Innovation and 
Entrepreneurship Education 
Practice Platform Jointly Built by 
Schools and Enterprises from the 
Perspective of "Integration of 
Specialization and Innovation"——
Take X University as An Example 

In recent years, since 2015, X university have formed 
cooperation with the local B Entrepreneurship Service Co., 
Ltd. and entrepreneurial incubation base. After 6 years of 
construction, hundreds of lectures on innovation and 
entrepreneurship have been held, and more than 2,000 
entrepreneurial projects of college students have been 
collected. Funding and incubation There are also about 50 
entrepreneurial projects for college students. 

Therefore, in the practice teaching of innovation and 
entrepreneurship in subject professional courses, different 
colleges and universities have begun to try to build a dual-
creation training room that meets the needs of the classroom 
according to the actual education situation in the school, and 
form close cooperation with social enterprises outside the 
school to incubate subject curriculum teaching, An integrated 
network platform that integrates simulation and practice. [4] 
The structure of the innovation and entrepreneurship 
education practice platform is based on the innovation and 
entrepreneurship incubation base that has been built and 
combined with the content of the existing subject curriculum 
textbooks. Go deep into the innovation and entrepreneurship 
platform, carry out specific entrepreneurial practice projects, 
guided teaching of innovative scientific research activities, 
strengthen independent learning, project competition, and 
innovative practice education in a certain professional 
direction, play a role in refined design, heavy support, strong 
methods, and development. The teaching effect of innovation 
and entrepreneurship practice. 

Among them, "fine design" is based on the theoretical 
knowledge of subject courses. In the teaching process of 
classroom knowledge content, subject teachers closely 
combine basic theories and practical cases, and guide students 
to enter the innovation and entrepreneurship training room 
and incubation laboratory. Simulation teaching is carried out 
for specific science and engineering practice cases and project 
experiments, so that students can participate in simulation 
demonstrations and problem exploration independently. For 
example, in the education of innovation and entrepreneurship 
simulation practice and extracurricular entrepreneurship and 
innovation competition, teachers can encourage students to 
formulate specific project entrepreneurship plans according 
to the needs of the social market, and carry out practical 
activities including product development, realization of 
principle design, industrial operation, functional docking, 
etc. , to form a practical education system of professional 
knowledge learning, scientific research and exploration. 

The "heavy support" is to rely on the software and 
hardware such as the experimental training room for 
innovation and entrepreneurship, the online education 
platform, as well as the teaching resources of professional 
teachers and teachers of innovation and entrepreneurship, to 
guide and guide students to learn basic theoretical knowledge 
and practical content, improve different software Supported 
scaffolding for hardware. Professional teachers here are 
mainly responsible for teaching students subject expertise, 

practical cases, and providing guidance for their future 
innovation and entrepreneurship activities; while innovation 
and entrepreneurship teachers adhere to the concept of 
"integration of specialization and innovation" and participate 
in practical projects with students Entrepreneurial practice, 
problem exploration, and detailed guidance and explanation 
of specific project content and practice methods. 

Finally, "strengthening methods" and "promoting 
development" are based on the teaching experience of 
professional teachers. Students use corresponding 
experimental tools and dual-creation training laboratories to 
set up a project practice execution process to explore a certain 
problem. The basic tacit knowledge is made explicit. During 
the implementation of the experimental process of specific 
professional projects, through scientific and perfect 
innovation and entrepreneurship training and practical system 
constraints, the team awareness and social responsibility 
among different students are enhanced. 

5. Innovative Research on Innovation 
and Entrepreneurship Education 
Model in Colleges and Universities 
Based on the Integration of Specialty 
and Innovation 

5.1. Construct A Student-centered "Integration 
of Innovation and Entrepreneurship" 
Education Goal of the Integration of 
Specialty and Innovation Courses 

The quality of the teaching quality of innovative 
exploration and entrepreneurial practice in different majors is 
most fundamentally determined by judging whether teachers 
are student-centered, social practice project-oriented, and 
organize the design of the entire curriculum education system, 
teaching content and teaching methods. On the basis of taking 
students' professional learning status and social talent needs 
as educational goals, college teachers should abandon the 
traditional concept of innovation and entrepreneurship 
education, and combine the knowledge content of existing 
professional textbooks with off-campus entrepreneurship 
projects and innovative practice cases to organize and set up 
To develop a systematic innovation and entrepreneurship 
knowledge education system, including innovation and 
entrepreneurship plan, classroom knowledge explanation, 
case interactive practice, simulation and demonstration 
teaching links, used to guide disciplines such as economics 
and management, accounting, computer, electrical, etc. 
Problem-oriented, theoretical and practical teaching. 

5.2. Create An Innovative and Entrepreneurial 
Teacher Team and A Practice Platform of 
The Integration of Specialty and 
Innovation 

The theoretical and practical teaching of professional 
courses in different disciplines in colleges and universities 
should first hire social entrepreneurs and experts with rich 
experience in innovation and entrepreneurship, adhere to the 
educational concept of "one construction, two integration, and 
the whole process", and carry out practice for internal 
professional teachers. The talent training and education of 
case and practical projects fully combines the existing 
professional teaching material knowledge system with 



 

99 

extracurricular innovation and entrepreneurship cases and 
practical project resources, so as to ensure the mastery of 
theoretical knowledge and the improvement of practical 
ability of the full-time teachers. [5] 

Later, from the perspectives of classroom teaching 
situation creation, problem-guided education, and students' 
practical application, college administrators will take the lead 
and cooperate with off-campus enterprises and institutions to 
establish an online online education platform, dual-creation 
training rooms, and off-campus innovation and 
entrepreneurship practice bases. The existing "indoctrination 
and teaching" teaching mode provides students with 
comprehensive education such as classroom online 
demonstration, training room operation practice, base project 
experiment, etc., to form the integration of subject curriculum, 
innovation and entrepreneurship theory and practice, and 
effectively improve the integration of specialization and 
innovation. quality of education. 

5.3. Innovate and Improve the Teaching 
Content and Methods of the Subject 
Course "Creation-Learning-Training" 

With the support of internal and external entrepreneurship 
training rooms, innovation and entrepreneurship practice 
bases and other hardware facilities, the teaching of innovation 
and entrepreneurship courses in local colleges and 
universities should also start from the creation of teaching 
situations, the formulation and exploration of teaching 
problems, and the optimization of teaching processes. The 
educational program of entrepreneurship and innovation 
teaching, independent inquiry learning, and practical training 
inside and outside the classroom, reform and innovate the 
original course teaching content and teaching method. [6] 

Among them, in the innovation of the teaching content of 
the professional courses, it is necessary to simplify the basic 
theoretical content of the existing textbooks, introduce and 
improve the extracurricular teaching cases and practical 
projects, set them up as multiple knowledge modules, 
reasonably increase the hours of practical teaching, and 
conduct students The cultivation of disciplinary 
entrepreneurial ideas, innovative awareness and ability 
stimulates the enthusiasm for independent inquiry of 
problems and participation in learning through practice. 

On the other hand, for the innovation of teaching methods 
of innovation and entrepreneurship courses, it is necessary to 
rely on online teaching channels such as MOOCs, micro-
courses, and flipped classrooms to guide students to 
participate in online and offline classrooms, participate in the 
training operation of the Maker Center, and the experiments 
of social projects. During the activity, the problem exploration 
and interaction between teachers and students are 
strengthened to improve students' innovative awareness and 
entrepreneurial ability in subject knowledge learning. 

6. Epilogue 
In recent years, domestic colleges and universities have 

begun to try to introduce innovative education models and 
entrepreneurial practice cases into the teaching of 
professional theory and practice in the teaching of 
professional courses, and have produced significant teaching 
results in some science and engineering disciplines. Therefore, 
make full use of educational resources such as teaching 
teachers in colleges and universities, subject training practice 
rooms, integrate the theoretical knowledge and practical cases 
of innovation and entrepreneurship inside and outside the 
school, carry out innovative design of course teaching 
situations, teaching content, and teaching methods, and guide 
students to carry out different professional courses. 
Theoretical knowledge learning, as well as strengthening 
industrial project case practice, teacher-student interaction 
and other teaching, can promote the coordinated and 
integrated development of professional basic theoretical 
knowledge and practical application in colleges and 
universities. 

Acknowledgment 
Guizhou University of commerce school-level teaching 

team " integration of specialty and innovation teaching team" 
(project number: 2021XJTD12), 2020 Guizhou University 
Teaching Content and Curriculum System Reform Project 
(ProjectNo.: 2020137). 

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