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Analyze the deficiencies of the current entrepreneurship education; Based on the empirical research on entrepreneurship education class in Chongqing Technology and Business University, reforms of entrepreneurship educational models of experimental class, such as teaching design and operational management are explored. Analyze the significance of entrepreneurship experimental class: It can satisfy the customized training needs if high-end students., can effectively build the teaching group of high quality and can serve as a kind of role model for entrepreneurship education. Keywords—entrepreneurship education ; undergraduates ; experimental class ; teaching models In the last few years, in order to realize the rapid development of Chinese economy by transforming the manufacturing power into the creative one, our government paid great attention to entrepreneurship education, and carried out the top-down widespread promotion and adequate institutional design. The Ministry of Education also declared in Opinions on Vigorously Promoting Innovative Entrepreneurship Education of University and Self-employed Undertaking of Undergraduates. It indicated that the innovation and entrepreneurship education vigorously encourage entrepreneurship in universities. It demonstrated a great strategic move that the educational system is studying thorough practical scientific development concept and serve the innovative country construction. It showed the important way that can deepen education reform of universities as well as cultivate students’ innovation and practical ability. It exhibited the crucial measure that can promote the employment of college graduates with business entrepreneurship driving employment. I. PROBLEMS EXISTING IN UNDERGRADUATES ENTREPRENEURSHIP EDUCATION IN CHINA. Each university carries out widespread practice and exploration to entrepreneurship education model focusing on building the all standing, hierarchical and systematic innovative entrepreneurship educational system of university. It seems that entrepreneurship education are dynamic and vigorous, but the educational achievements are not that good. The problems can be outlined as follows: A. How to achieve teaching goal According to the institutional setting in china, ordinary universities have to bring entrepreneurship courses into Public and Elementary Courses. At present, the teaching goal of entrepreneurship courses is universally defined as creating an atmosphere for entrepreneurship , stimulating the passion for entrepreneurship and enhancing the ability for entrepreneurship. However, how to realize such comprehensive and practical goal in specific teaching hasn’t be solved. Especially some universities which only focusing on theory teaching have difficulties in specific implementing teaching for such practical and comprehensive courses. B. How to realize individualized teaching Entrepreneurship is a macroscopical proposition which has different meaning in different context. There are a great number of types of entrepreneurship activities, for instance, the scholars like Christy divided the entrepreneurship into reproduction, imitation, home and venture according to influence degree of entrepreneurship on the market and individuals. Because of the students referring to different entrepreneurship types, it can not be easy to materialize the individualized quality teaching. The resources are very limited. Besides, students are different from each other and the conditions of entrepreneurship are diversified. As a result entrepreneurship education is facing the challenge to teach students in accordance with their aptitude. C. How to increase the number of teachers and practice Apparently, to encourage people to do business creatively and drive innovation, comes along with the tension of shortage in entrepreneurship education resources. The high pressure in teaching also leads to this kind of shortage. Then a weird teaching phenomenon emerges, that is without a experienced teacher, the students who have no passion for entrepreneurship at all, are learned from the entrepreneurship book. The shortage in experienced teachers has become one of the bottleneck to limit the education effect. II. BRIEF INTRODUCTION TO “EXPERIMENTAL ENTREPRENEURSHIP CLASS” OF CTBU In recent year,CTBU has explored much in entrepreneurial International Conference on Cultivating Undergraduate Entrepreneurship and Management Engineering (CUEME 2015) © 2015. The authors Published by Atlantis Press 101 education, such as entrepreneurship management course, core general-knowledge course, careers guidance course, general optional course, and experimental entrepreneurship class. It makes great achievement in cultivating students. In 2014, CTBU started the first session of “College Students Business Simulation and Small Entrepreneur Cultivating Class”(hereinafter referred to as “experimental entrepreneurship class”). The class follows the idea of “at home and abroad, university and enterprise, profession, comprehensiveness” to improve students’ creative quality, ability and potential. It sets up the teaching team elaborately and explore the teaching method of simulation entrepreneurship. It has a discussion about entrepreneurship excavation, establishment of small business, entrepreneurship plan, entrepreneurship finance, as well as organizes the teaching. The class also engages the creative entrepreneurship experts from abroad, participating the exploration and teaching all the way. The experimental class doesn’t emphasizes the theory or complete process, while it designs the course in accordance with students specific circumstances, especially in their key weakness. For example, we implant a P2P financing platform from Chongqing in the course, to explore how the internet financing can help students to start business. We hope to create an environment by using minority to bring along the majority, enlightening students’ passion for entrepreneurship and promoting their abilities to start business. According to the current process in selecting students and designing teaching model, this model is more valued by the students than the traditional course and entrepreneurship competition. III. ANALYSIS OF TALENTS CULTIVATION METHOD OF “EXPERIMENTAL ENTREPRENEURSHIP CLASS” The class integrates ”knowledge, quality and ability”, follows the guideline of entrepreneurship competency training, builds the teaching items supermarket as platform, guided by “Focus on refinement and practice”. All this are implemented around unlocking students’ potential. In terms of the specific training standard, it particularly absorbs the generalized conception of “entrepreneurship and innovation education” raised in the Tokyo International Entrepreneurship and Innovation Education Conference in 1991. That is: to cultivate most creative people, including initiatives, spirit of adventure, entrepreneurship ability, capacity of working on his own and to develop skills in technology, social and management skills. Besides these basic tasks, the experimental class also focuses on the exploration of the model of entrepreneurship education, and operation management. The details are as follows: A. Course teaching reform The education concept need to be translated into practice. It needs a platform for the course. Course system is the key to innovation and entrepreneurship education. The system consists of three levels: 1)Facing to all students. It aims to cultivate students’ innovation and entrepreneurship consciousness and motivate their willingness. 2) Facing to students with more willingness and potential in innovation and entrepreneurship. It aims to improve students’ basic knowledge, skills. 3 ) It aims to cultivate students’ abilities in kinds of practice courses, following the guideline of program and activity. It combines teaching and practice and makes pointed references to strengthen the guide to students in the whole process. The experimental class on the platform of “item supermarket” of CTBU Economic and Management Teaching Center, builds curriculum module according to individuals. It chooses module flexibly, which joints the course and credit, promoting entrepreneurship ability. To be specific, the experimental class sticks to “four unification” in teaching design: 1)Course system. we should unity the item supermarket, quality-oriented education and innovation and entrepreneurship education. It can build comprehensive and modular teaching contents and credit system. It highlights the practical and pertinence. 2)Teaching method. We should combine the teachers’ teaching with students’ own practice, making an equal and interactive teaching method. The subjectivity of teachers and students should be highlight. 3)Teaching space. We should active the course teaching and grasp the organic unity of education both in class and out of class. We should build a generative mechanism for teachers and students to cooperate in these kinds of learning and highlight the co-movement of the class. We should focus on the exploration of on-line and off-line teaching model like MOOC, short-video classes. 4)Academic evaluation. We should follow the guideline of “emphasis on process and practice”, build a multiagent and multiform evaluation system, to connect study with entrepreneurship, practical training and practice in particular. B. The reform of operation management 1)Small class management: the experimental class shall choose the students from the whole students in CTBU with the experience in starting business and being eager to start a business. The number of students should be around 20, which can ensure that the students won’t be too much and the students are more excellent. The main teaching method is to discuss, making use of cases and practice. 2)Award completion certificate. As long as the students can finish 5 teaching items(30 periods in total ), achieving the teaching goal, they will awarded the certification as “inno

Research on the Undergraduate Entrepreneurial Education Models Based on Experimental Entrepreneurship Class