Innovation and entrepreneurship education system for higher vocational students

Abstract

The invention belongs to the technical field of higher vocational student education management systems, and particularly relates to a higher vocational student innovation and entrepreneurship education system, which comprises an education and teaching terminal used for carrying out innovation thinking course education, entrepreneurship basic course learning, basic skill training and tutor tutoring on higher vocational students; the innovation and entrepreneurship resource integration terminal intelligently collects innovation and entrepreneurship resources for higher vocational students, performs intelligent classification processing, and finally sends the innovation and entrepreneurship resources to the innovation and entrepreneurship practice terminal; the innovation and entrepreneurship practice terminal completes analog simulation or real entrepreneurship planning by constructing three-party innovation practice activities of teachers, students and enterprises; the innovation and entrepreneurship ability comprehensive evaluation terminal constructs a student innovation and entrepreneurship ability evaluation model, and completes higher vocational student innovation and entrepreneurship ability evaluation through student teaching data of the education and teaching terminal and student innovation and entrepreneurship practice data of the innovation and entrepreneurship practice terminal. According to the invention, innovation and entrepreneurship resources can be integrated more efficiently, and the innovation and entrepreneurship ability evaluation of higher vocational students is more perfect.

Description

Technical Field

[0001] The invention belongs to the technical field of higher vocational student education management systems, and specifically relates to an innovation and entrepreneurship education system for higher vocational students. Background Art

[0002] Innovation and entrepreneurship education for higher vocational students refers to a series of educational activities and practical training carried out in higher vocational colleges to cultivate students' innovative spirit and entrepreneurial ability. With the development of social economy, especially the need for economic transformation and upgrading, the importance of innovation and entrepreneurship education in higher vocational education has become increasingly prominent. Innovation and entrepreneurship education is not only a necessary way to improve students' comprehensive quality, but also the key to promoting employment of higher vocational students and promoting regional economic development.

[0003] In the existing teaching process of higher vocational students, the innovation and entrepreneurship ability of students is improved by building an education and teaching innovation practice platform. However, the existing teaching innovation practice platform, such as an innovation and entrepreneurship education service system with data analysis disclosed by patent number CN117974378A, the existing technology effectively analyzes student data and combines educational resources for visual evaluation and display through the following steps: Step 1: Collect data from students, classrooms, courses, etc.; Step 2: Sort and check the existing data to ensure the accuracy and completeness of the data; Step 3: Conduct in-depth data analysis based on big data technology to explore the internal connections and laws of the data; Step 4: Visualize the existing data, such as bar charts, line charts, etc., to help enterprises understand the data more intuitively; Step 5: Feedback the classic cases and resources shared by enterprises to schools, tutors and students to provide more comprehensive innovation and entrepreneurship support.

[0004] The existing technology lacks an effective evaluation mechanism, and students' learning progress is often only measured by simple test scores, which cannot fully reflect students' comprehensive innovation and entrepreneurship capabilities. In addition, the existing student innovation and entrepreneurship education system cannot integrate innovation and entrepreneurship resources. Therefore, the present invention proposes an innovation and entrepreneurship education system for higher vocational students. Summary of the invention

[0005] The purpose of the present invention is to provide an innovation and entrepreneurship education system for higher vocational students, which can more efficiently integrate innovation and entrepreneurship resources and more perfectly evaluate the innovation and entrepreneurship ability of higher vocational students.

[0006] The technical solution adopted by the present invention is as follows: An innovation and entrepreneurship education system for higher vocational students, comprising an education and teaching end, an innovation and entrepreneurship practice end, an innovation and entrepreneurship resource integration end, and an innovation and entrepreneurship capability comprehensive evaluation end; the education and teaching end is bidirectionally connected to the innovation and entrepreneurship practice end, the innovation and entrepreneurship resource integration end is bidirectionally connected to the innovation and entrepreneurship practice end, and the innovation and entrepreneurship capability comprehensive evaluation end is bidirectionally connected to the education and teaching end and the innovation and entrepreneurship practice end at the same time; The educational and teaching end is used to provide innovative thinking courses, entrepreneurship basic courses, basic skills training and tutor guidance to higher vocational students; The innovation and entrepreneurship resource integration terminal intelligently collects innovation and entrepreneurship resources for higher vocational students, performs intelligent classification processing, and finally sends the processed innovation and entrepreneurship resources to the innovation and entrepreneurship practice terminal; The innovation and entrepreneurship practice end completes simulation or real entrepreneurship planning by constructing innovation and practice activities among teachers, students and enterprises; The comprehensive evaluation end for innovation and entrepreneurship ability builds a student innovation and entrepreneurship ability evaluation model based on a fuzzy algorithm. The innovation and entrepreneurship ability evaluation model completes the evaluation of the innovation and entrepreneurship ability of higher vocational students through the student teaching data of the education and teaching end and the student innovation and entrepreneurship practice data of the innovation and entrepreneurship practice end.

[0007] Preferably, the educational and teaching end provides innovative thinking courses to vocational college students: teaching students to develop innovative thinking and creative thinking methods to solve problems; The educational and teaching side provides vocational college students with basic entrepreneurship courses, covering basic knowledge of entrepreneurship, including market research, business model design, business plan writing, and financial management knowledge; The educational and teaching end provides basic skills training for higher vocational students: providing practical skills training required for entrepreneurship; The educational and teaching end provides tutor guidance to higher vocational students: through the guidance of industry experts or successful entrepreneurs, students are assisted in understanding the entrepreneurial environment and given entrepreneurial experience suggestions.

[0008] Preferably, the innovation and entrepreneurship resource integration terminal integrates data cleaning technology, applies cloud computing data to integrate industrial transformation data, and constructs innovation and entrepreneurship service information; relies on web crawler technology to analyze and process the entrepreneurial information technology and content of the network; provides continuously updated entrepreneurial resources by processing hot data; at the same time, monitors resources in real time; optimizes data resource archives; and finally constructs a three-in-one innovation and entrepreneurship education resource library.

[0009] Preferably, the innovation and entrepreneurship education resource library constructed by the innovation and entrepreneurship resource integration terminal includes: a practice resource library and a project achievement library; the practice resource library includes on-campus innovation and entrepreneurship resource data, off-campus higher vocational students' dual innovation practice data and alumni industry resource data; the project achievement library contains an entrepreneurship achievement transformation library, success case resources and failure case resources.

[0010] Preferably, the innovation and entrepreneurship practice end includes a data resource sharing unit, a data analysis unit, an intelligent entrepreneurship service unit, a data-driven innovation incubation unit, a cross-platform collaboration unit, and a cross-professional resource integration unit.

[0011] Preferably, the data resource sharing unit completes matching of industry data, user behavior data, open data, and experimental and scientific research data by acquiring data from the innovation and entrepreneurship education resource library; the data analysis unit helps higher vocational students to conduct data analysis, trend forecasting, and decision optimization by integrating data analysis tools, and completes market demand analysis, product development support, and business model optimization; the intelligent entrepreneurship service unit uses artificial intelligence and machine learning technologies to provide intelligent entrepreneurship tools, which include intelligent market analysis tools, intelligent financial management, and intelligent recommendation systems.

[0012] Preferably, the data-driven innovation incubation unit provides innovation incubation services for entrepreneurial teams by conducting data innovation competitions and data innovation accelerators; the cross-platform collaboration unit completes innovation resource integration and cross-border innovation through data sharing cooperation and cross-industry data applications; the cross-professional resource integration unit builds innovation and entrepreneurship teams by matching students and resources from different majors.

[0013] Preferably, the innovation and entrepreneurship ability evaluation model constructed by the comprehensive evaluation end of the innovation and entrepreneurship ability first uses fuzzy cluster analysis and hierarchical analysis method, combined with the actual situation of college students in higher vocational colleges, and adopts a reconstruction method to process indicators to construct a three-level evaluation system for the innovation and entrepreneurship ability of higher vocational students; the three-level evaluation system includes four first-level indicators A, ten second-level indicators B and twenty-five third-level indicators C; then determine the evaluation indicator weights and quantification, express the indicator weights according to the fuzzy matrix, first establish an evaluation element set e, then determine the evaluation set u, establish a fuzzy matrix S, and determine the indicator weight w, and then perform fuzzy matrix operations to obtain a judgment analysis result t, t=w*S.

[0014] Preferably, the comprehensive evaluation end of the innovation and entrepreneurship capabilities first gives the weight of the first-level indicators, and generates the weight of the second-level indicators by calculation. First, the weights of the main factors and sub-factors are determined by using the hierarchical analysis method, and then a judgment matrix is ​​established through two pairs of pairing operations, and the maximum eigenvalue and eigenvector of the judgment matrix are calculated. Finally, the consistency index is calculated to perform consistency verification judgment CI and consistency ratio CR. The indicators are judged through consistency, thereby deriving the second-level indicator set B, and the third-level indicators are calculated and generated in the same way.

[0015] Preferably, the comprehensive evaluation end of the innovation and entrepreneurship ability constructs an evaluation model for the students' innovation and entrepreneurship ability and applies a fuzzy evaluation method. The evaluation object is evaluated and analyzed through four steps of indicator construction, grade division, indicator quantification and evaluation analysis. The evaluation grades of higher vocational students are divided into four grades: excellent, good, medium and general. By assigning values ​​to the evaluation grade set u, the higher vocational students are evaluated by the fuzzy evaluation hierarchical analysis method, the evaluation set u is determined, and the result is obtained after normalization; the evaluation set is as follows: u={u1, u2, u3, u4}={excellent, good, medium, general}={100, 80, 70, 60}.

[0016] The technical effects achieved by the present invention are: In the present invention, by constructing an innovation and entrepreneurship education system, it is a necessary way to improve the comprehensive quality of students, and it is also a way to promote the employment of higher vocational students. At the same time, by constructing an innovation and entrepreneurship resource integration terminal, it is possible to accurately integrate innovation and entrepreneurship resources for higher vocational students. At the same time, by constructing an innovation and entrepreneurship ability comprehensive evaluation terminal, by using a student innovation and entrepreneurship ability evaluation model based on fuzzy algorithm, it is possible to more accurately and scientifically evaluate the innovation ability of higher vocational students, and provide strong data support services for the talent training decision-making of higher vocational students.

[0017] In the present invention, by constructing an innovation and entrepreneurship resource integration end, the existing development rut is broken, and the method of creating multiple collaborative paths contained in the synergy theory undoubtedly provides important reference value for solving this problem; in summary, in the process of building a scientific system of innovation and entrepreneurship courses in higher vocational colleges, the synergy effect between the elements is enhanced by paying attention to and promoting the changes in sequence parameters, thereby realizing the self-organization of the "double innovation education" course system construction; changing concepts and improving the scientific nature of the guiding ideology of innovation and entrepreneurship education; enhancing the coordinated development of the various elements within the innovation and entrepreneurship course system, and completing the goal of self-organization construction; realizing the transformation from innovation and entrepreneurship courses to course innovation and entrepreneurship, and forming a strong synergy effect.

[0018] In this invention, an evaluation model of students' innovation and entrepreneurship ability is constructed based on fuzzy algorithm. Experimental results show that the system can scientifically evaluate students' innovation and entrepreneurship ability and provide data support services for talent training decision-making in higher vocational colleges. BRIEF DESCRIPTION OF THE DRAWINGS

[0019] Figure 1 It is a system block diagram of an innovation and entrepreneurship education system for higher vocational students of the present invention; Figure 2 It is a system block diagram of an innovation and entrepreneurship education resource library in an innovation and entrepreneurship education system for higher vocational students of the present invention; Figure 3 It is a system block diagram of an innovation and entrepreneurship practice end in an innovation and entrepreneurship education system for higher vocational students of the present invention. DETAILED DESCRIPTION

[0020] In order to make the purpose and advantages of the present invention more clearly understood, the present invention is specifically described below in conjunction with embodiments. It should be understood that the following text is only used to describe one or several specific embodiments of the present invention, and does not strictly limit the scope of protection of the specific claims of the present invention.

[0021] like Figure 1-Figure 3 As shown, a system for innovation and entrepreneurship education for higher vocational students is characterized by: comprising an education and teaching end, an innovation and entrepreneurship practice end, an innovation and entrepreneurship resource integration end, and an innovation and entrepreneurship ability comprehensive evaluation end; the education and teaching end is bidirectionally connected to the innovation and entrepreneurship practice end, the innovation and entrepreneurship resource integration end is bidirectionally connected to the innovation and entrepreneurship practice end, and the innovation and entrepreneurship ability comprehensive evaluation end is bidirectionally connected to the education and teaching end and the innovation and entrepreneurship practice end at the same time; The education and teaching end is used to provide higher vocational students with innovative thinking courses, basic entrepreneurship courses, basic skills training, and tutor guidance; The innovation and entrepreneurship resource integration end intelligently collects innovation and entrepreneurship resources for higher vocational students, performs intelligent classification processing, and finally sends the processed innovation and entrepreneurship resources to the innovation and entrepreneurship practice end; The innovation and entrepreneurship practice end completes simulation or real entrepreneurship planning by building innovation and practice activities among teachers, students and enterprises; The comprehensive evaluation end of innovation and entrepreneurship ability builds a student innovation and entrepreneurship ability evaluation model based on fuzzy algorithm. The innovation and entrepreneurship ability evaluation model completes the evaluation of the innovation and entrepreneurship ability of higher vocational students through the student teaching data at the education and teaching end and the student innovation and entrepreneurship practice data at the innovation and entrepreneurship practice end.

[0022] like Figure 1-Figure 3 In the present invention shown in the figure, by constructing an innovation and entrepreneurship education system, it is a necessary way to improve the comprehensive quality of students, and it is also a way to promote the employment of higher vocational students. At the same time, by constructing an innovation and entrepreneurship resource integration terminal, it is possible to accurately integrate innovation and entrepreneurship resources for higher vocational students. At the same time, by constructing an innovation and entrepreneurship ability comprehensive evaluation terminal, by using a student innovation and entrepreneurship ability evaluation model based on fuzzy algorithm, it is possible to more accurately and scientifically evaluate the innovation ability of higher vocational students, and provide strong data support services for the talent training decision-making of higher vocational students.

[0023] Preferably, the education and teaching side provides innovative thinking courses for higher vocational students: teaching students to develop innovative thinking and creative thinking methods to solve problems, such as design thinking, reverse thinking, brainstorming, etc.; On the education and teaching side, vocational college students are provided with basic entrepreneurship courses, covering the basic knowledge of entrepreneurship, including market research, business model design, business plan writing, and financial management knowledge. On the education and teaching side, vocational college students are provided with basic skills training, providing practical skills training required for entrepreneurship, such as professional skills, project management, teamwork, presentation and communication skills, financial management, legal basis, etc. Professional skills include program development, mechanical design, and art design, etc.

[0024] The education and teaching side provides mentoring for higher vocational students: through the guidance of industry experts or successful entrepreneurs, students are assisted in understanding the entrepreneurial environment and given entrepreneurial experience suggestions.

[0025] In the present invention, by building an education and teaching terminal, students can be given course education, thereby further enhancing the innovation and entrepreneurship capabilities of higher vocational students.

[0026] like Figure 1-Figure 3 As shown in the preferred embodiment, the innovation and entrepreneurship resource integration end integrates data cleaning technology, applies cloud computing data to integrate industrial transformation data, and constructs effective innovation and entrepreneurship service information; entrepreneurial resources are everywhere, relying on web crawler technology to analyze and process the entrepreneurial information technology and content of the network; by processing hot data, finely manage various resources in web pages, forums, and Weibo, and provide continuously updated entrepreneurial resources; at the same time, real-time monitoring of resources is carried out, and regular mining of hot information is adopted to strengthen the stability and security of the entrepreneurial support service mode for college students, create a reserved interface to comprehensively coordinate the search and query system, manage industrial transformation data in real time, and strive for the accuracy of decision-making plans; optimize data resource archives, enter the entrepreneurial resource management system in time, and enhance the performance of automatic identification; in addition, with the help of big data technology, do a good job in guiding and disseminating policies related to innovation and entrepreneurship, maximize the mining of useful information, and allow more college students to benefit from the country's support policies; at the same time, select successful and unsuccessful entrepreneurial cases for comparison, and extract the reasons and key points of failure; finally, build a three-in-one innovation and entrepreneurship education resource library.

[0027] In the present invention, by constructing an innovation and entrepreneurship resource integration end, the existing development rut is broken, and the method of creating multiple collaborative paths contained in the synergy theory undoubtedly provides important reference value for solving this problem; in summary, in the process of building a scientific system of innovation and entrepreneurship courses in higher vocational colleges, the synergy effect between the elements is enhanced by paying attention to and promoting the changes in sequence parameters, thereby realizing the self-organization of the "double innovation education" course system construction; changing concepts and improving the scientific nature of the guiding ideology of innovation and entrepreneurship education; enhancing the coordinated development of the various elements within the innovation and entrepreneurship course system, and completing the goal of self-organization construction; realizing the transformation from innovation and entrepreneurship courses to course innovation and entrepreneurship, and forming a strong synergy effect.

[0028] like Figure 1-Figure 3 As shown in the preferred embodiment, the innovation and entrepreneurship education resource library constructed by the innovation and entrepreneurship resource integration end includes: a policy and regulation library, a practice resource library and a project achievement library; the policy and regulation library includes innovation and entrepreneurship support policies, industry regulations and industrial incentive resource policies, the practice resource library includes on-campus innovation and entrepreneurship resource data, off-campus higher vocational students' dual innovation practice data and alumni industry resource data; the project achievement library includes an entrepreneurship achievement transformation library, success case resources and failure case resources.

[0029] In this embodiment, by constructing an innovation and entrepreneurship resource integration terminal, it is possible to obtain innovation and entrepreneurship resources from multiple aspects, increase students' innovation and entrepreneurship experience through various cases, and use the data in the innovation and entrepreneurship education resource library to assist higher vocational students in finding innovative practice activity content and entrepreneurship planning, thereby further improving the innovation and entrepreneurship capabilities of higher vocational students.

[0030] like Figure 1-Figure 3 In this embodiment, by constructing an innovation and entrepreneurship education resource library, resources such as policies and regulations, practical resources, and project results are classified and organized and then integrated in series, such as Figure 2As shown in the figure, the three sub-databases complement and integrate with each other, which can stimulate students' enthusiasm for participating in innovation and entrepreneurship and enhance their confidence in innovation and entrepreneurship; the three sub-databases of policies and regulations, practical resources and project results provide higher vocational students with information services related to innovation and entrepreneurship in an integrated manner; among them, policies and regulations guide the practice of innovation and entrepreneurship projects and the acquisition of project results, and the practical resource library and the project result library complement each other and integrate organically; select typical examples of successful innovation and entrepreneurship of college students to stimulate students' entrepreneurial enthusiasm through the power of role models; at this stage, innovation and entrepreneurship require a higher technological content, and students need to have a certain accumulation of professional knowledge and innovation and entrepreneurship experience. Therefore, it is planned to build an entrepreneurial achievement transformation library in the project result library, track the innovation and entrepreneurship projects in previous years, and put the topics with innovative or practical value into the project library to provide students with ideas and experience for innovation or entrepreneurship and enhance their confidence in innovation and entrepreneurship. The practice resource library provides platforms of various levels, such as on-campus innovation and entrepreneurship platforms and off-campus "double innovation" practice bases for college students, links to entities and network resources of the alumni innovation and entrepreneurship alliance, as well as contact information, which can be consulted by innovative and entrepreneurial college students, so as to provide students with channels for innovation and entrepreneurship professional guidance and entrepreneurial product docking; finally, this embodiment further enhances the innovation and entrepreneurship capabilities of higher vocational students by constructing an innovation and entrepreneurship education resource library, and more efficiently serves higher vocational students and even those who need to start a business.

[0031] Preferably, the innovation and entrepreneurship practice end includes a data resource sharing unit, a data analysis unit, an intelligent entrepreneurship service unit, a data-driven innovation incubation unit, a cross-platform collaboration unit, and a cross-professional resource integration unit; Specifically: The data resource sharing unit completes matching of industry data, user behavior data, open data, and experimental and scientific research data by acquiring data from the innovation and entrepreneurship education resource library; The data analysis unit helps vocational college students conduct data analysis, trend forecasting and decision optimization by integrating data analysis tools (such as data visualization tools, statistical analysis software, machine learning models, etc.), and complete market demand analysis, product development support and business model optimization; The smart entrepreneurship service unit uses artificial intelligence and machine learning technologies to provide smart entrepreneurship tools to help entrepreneurs improve work efficiency and decision-making. Smart entrepreneurship tools include smart market analysis tools, smart financial management, and smart recommendation systems. The data-driven innovation incubation unit provides innovation incubation services to entrepreneurial teams through data innovation competitions and data innovation accelerators, promoting the implementation of data-driven projects; The cross-platform collaboration unit completes innovation resource integration and cross-industry innovation through data sharing cooperation and cross-industry data application; The cross-disciplinary resource integration unit builds innovation and entrepreneurship teams by matching students from different majors and resources. It encourages students to form cross-disciplinary and cross-professional teams to conduct innovative practices in multiple fields and from multiple angles. This kind of cooperation helps stimulate creative collisions between different disciplines.

[0032] like Figure 1-Figure 3 In the present invention shown, the innovation and entrepreneurship data practice platform combines big data technology and entrepreneurial practice, and is committed to helping entrepreneurs improve their innovation capabilities and business decision-making levels through data analysis, technology application, market trend forecasting and other means; these platforms not only provide resources, technology, and financial support for start-ups, but also promote the transformation of scientific and technological achievements, the optimization of business models, and the comprehensive development of industry and society through data-driven innovative applications.

[0033] Preferably, the innovation and entrepreneurship ability evaluation model constructed by the comprehensive evaluation end of innovation and entrepreneurship ability first uses fuzzy cluster analysis and hierarchical analysis method, combined with the actual situation of college students in higher vocational colleges, and uses reconstruction method to process indicators to construct a three-level evaluation system for the innovation and entrepreneurship ability of higher vocational students; the three-level evaluation system includes four first-level indicators A, ten second-level indicators B and twenty-five third-level indicators C; as shown in Table 1 Evaluation index system for innovation and entrepreneurship ability of higher vocational students;

[0034] Then determine the evaluation index weights and quantification, express the index weights according to the fuzzy matrix, and first establish the evaluation element set , n represents a positive integer, in determining the evaluation set , n represents a positive integer, and the fuzzy matrix is ​​established n represents a positive integer and determines the indicator weight , n represents a positive integer, and the judgment analysis result t is obtained by performing fuzzy matrix operation. .

[0035] Preferably, the comprehensive evaluation end of innovation and entrepreneurship capability first gives the weight of the first-level indicator, and generates the weight of the second-level indicator by calculation. First, the weight of each indicator of the main factor and sub-factor is determined by using the hierarchical analysis method, and then a judgment matrix is ​​established through two pairs of pairing operations. Taking the first-level indicator entrepreneurship capability A3 as an example, the established judgment matrix is ​​shown in Table 2. The maximum eigenvalue and eigenvector of the judgment matrix are calculated, and the maximum eigenvalue λ=3.16 and the eigenvector Finally, the consistency index is calculated for consistency verification and judgment CI and consistency ratio CR. Since CR is less than 0.1, the index passes the consistency judgment. The specific calculation formula is as follows: CI = (3.16-3) / (3-1) = 0.08; CR = CI / RI = 0.08 / 0.90 = 0.0888; RI in the formula is the average random consistency index value introduced, and the RI value here is selected as 0.90; thus, the secondary index set B is introduced, , and use the same method to calculate and generate the third-level indicators; as shown in Table 2 Definition of the second-level indicators of entrepreneurial ability level:

[0036] The comprehensive evaluation of innovation and entrepreneurship ability constructs an evaluation model for students' innovation and entrepreneurship ability and applies the fuzzy evaluation method. The evaluation object is evaluated and analyzed through four steps: indicator construction, grade division, indicator quantification and evaluation analysis. The ability evaluation levels of higher vocational students are divided into four levels: excellent, good, medium and general. By assigning values ​​to the evaluation level set u, the higher vocational students are evaluated through the fuzzy evaluation hierarchical analysis method, and the evaluation set u is determined. The results are obtained after normalization; the evaluation set is as follows: u={u1, u2, u3, u4}={excellent, good, medium, general}={100, 80, 70, 60}.

[0037] In this embodiment, 20 experts from three fields were invited to form an evaluation team. According to the steps of the above-mentioned ability evaluation model, roles were assigned and scores were scored for various evaluation indicators of a certain student in a higher vocational college. Applying the above-mentioned model, after the system scores all the comprehensive innovation and entrepreneurship abilities of the student, the system automatically generates an evaluation grade; as shown in Table 3, the above table can reflect that students who have outstanding performance in innovation and entrepreneurship have higher personal comprehensive qualities, stronger innovation awareness, and relatively average entrepreneurial ability and entrepreneurial management ability. The results show that the student has a certain potential for innovation and entrepreneurship development, and will need to further strengthen and improve in entrepreneurial management in the future. The present invention constructs an evaluation model for students' innovation and entrepreneurship abilities based on fuzzy algorithms. The experimental results show that the system can scientifically evaluate students' innovation and entrepreneurship abilities, and provide data support services for talent training decisions in higher vocational colleges; As shown in Table 3, the results of the evaluation of the innovation and entrepreneurship ability of a certain vocational college student are as follows:

[0038] The above is only a preferred embodiment of the present invention. It should be noted that, for those skilled in the art, several improvements and modifications can be made without departing from the principles of the present invention, and these improvements and modifications should also be considered as the protection scope of the present invention. The structures, devices and operating methods not specifically described and explained in the present invention shall be implemented according to the conventional means in the art unless otherwise specified and limited.

Claims

1. An innovation and entrepreneurship education system for higher vocational students, characterized by: It includes an education and teaching end, an innovation and entrepreneurship practice end, an innovation and entrepreneurship resource integration end, and an innovation and entrepreneurship capability comprehensive evaluation end; the education and teaching end is bidirectionally connected to the innovation and entrepreneurship practice end, the innovation and entrepreneurship resource integration end is bidirectionally connected to the innovation and entrepreneurship practice end, and the innovation and entrepreneurship capability comprehensive evaluation end is bidirectionally connected to the education and teaching end and the innovation and entrepreneurship practice end at the same time; The educational and teaching end is used to provide innovative thinking courses, entrepreneurship basic courses, basic skills training and tutor guidance to higher vocational students; The innovation and entrepreneurship resource integration terminal intelligently collects innovation and entrepreneurship resources for higher vocational students, performs intelligent classification processing, and finally sends the processed innovation and entrepreneurship resources to the innovation and entrepreneurship practice terminal; The innovation and entrepreneurship practice end completes simulation or real entrepreneurship planning by constructing innovation and practice activities among teachers, students and enterprises; The comprehensive evaluation end for innovation and entrepreneurship ability builds a student innovation and entrepreneurship ability evaluation model based on a fuzzy algorithm. The innovation and entrepreneurship ability evaluation model completes the evaluation of the innovation and entrepreneurship ability of higher vocational students through the student teaching data of the education and teaching end and the student innovation and entrepreneurship practice data of the innovation and entrepreneurship practice end.

2. The innovation and entrepreneurship education system for higher vocational students according to claim 1 is characterized by: The educational and teaching end provides innovative thinking courses to vocational college students: teaching students to develop innovative thinking and creative thinking methods to solve problems; The educational and teaching side provides vocational college students with basic entrepreneurship courses, covering basic knowledge of entrepreneurship, including market research, business model design, business plan writing, and financial management knowledge; The educational and teaching end provides basic skills training for higher vocational students: providing practical skills training required for entrepreneurship; The educational and teaching end provides tutor guidance to higher vocational students: through the guidance of industry experts or successful entrepreneurs, students are assisted in understanding the entrepreneurial environment and given entrepreneurial experience suggestions.

3. The innovation and entrepreneurship education system for higher vocational students according to claim 1 is characterized by: The innovation and entrepreneurship resource integration terminal integrates data cleaning technology, applies cloud computing data to integrate industrial transformation data, and constructs innovation and entrepreneurship service information; relies on web crawler technology to analyze and process the entrepreneurial information technology and content of the network; provides continuously updated entrepreneurial resources by processing hot data; at the same time, monitors resources in real time; optimizes data resource archives; and finally constructs a three-in-one innovation and entrepreneurship education resource library.

4. The innovation and entrepreneurship education system for higher vocational students according to claim 3 is characterized by: The innovation and entrepreneurship education resource library constructed by the innovation and entrepreneurship resource integration terminal includes: a practice resource library and a project achievement library; the practice resource library includes on-campus innovation and entrepreneurship resource data, off-campus higher vocational students' dual innovation practice data and alumni industry resource data; the project achievement library contains an entrepreneurship achievement transformation library, success case resources and failure case resources.

5. The innovation and entrepreneurship education system for higher vocational students according to claim 4 is characterized by: The innovation and entrepreneurship practice end includes a data resource sharing unit, a data analysis unit, an intelligent entrepreneurship service unit, a data-driven innovation incubation unit, a cross-platform collaboration unit, and a cross-professional resource integration unit.

6. The innovation and entrepreneurship education system for higher vocational students according to claim 5 is characterized by: The data resource sharing unit completes the matching of industry data, user behavior data, open data, and experimental and scientific research data by acquiring data from the innovation and entrepreneurship education resource library; the data analysis unit helps higher vocational students to conduct data analysis, trend forecasting, and decision optimization by integrating data analysis tools, and completes market demand analysis, product R&D support, and business model optimization; the intelligent entrepreneurship service unit uses artificial intelligence and machine learning technologies to provide intelligent entrepreneurship tools, which include intelligent market analysis tools, intelligent financial management, and intelligent recommendation systems.

7. The innovation and entrepreneurship education system for higher vocational students according to claim 6 is characterized by: The data-driven innovation incubation unit provides innovation incubation services to entrepreneurial teams by conducting data innovation competitions and data innovation accelerators. The cross-platform collaboration unit completes innovation resource integration and cross-border innovation through data sharing cooperation and cross-industry data applications. The cross-professional resource integration unit builds innovation and entrepreneurship teams by matching students and resources from different majors.

8. The innovation and entrepreneurship education system for higher vocational students according to claim 1 is characterized by: The innovation and entrepreneurship ability evaluation model constructed by the comprehensive evaluation end of the innovation and entrepreneurship ability first uses fuzzy cluster analysis and hierarchical analysis method, combined with the actual situation of college students in higher vocational colleges, and adopts a reconstruction method to process indicators to construct a three-level evaluation system for the innovation and entrepreneurship ability of higher vocational students; the three-level evaluation system includes four first-level indicators A, ten second-level indicators B and twenty-five third-level indicators C; then determine the evaluation indicator weights and quantification, express the indicator weights according to the fuzzy matrix, first establish an evaluation element set e, then determine the evaluation set u, establish a fuzzy matrix S, and determine the indicator weight w, and then perform fuzzy matrix operations to obtain a judgment analysis result t, t=w*S.

9. The innovation and entrepreneurship education system for higher vocational students according to claim 8 is characterized by: The comprehensive evaluation end of the innovation and entrepreneurship capability first gives the weight of the first-level indicator, and generates the weight of the second-level indicator by calculation. First, the weight of each indicator of the main factor and the sub-factor is determined by using the hierarchical analysis method, and then a judgment matrix is ​​established through two pairs of pairing operations, and the maximum eigenvalue and eigenvector of the judgment matrix are calculated. Finally, the consistency index is calculated to perform consistency verification judgment CI and consistency ratio CR. The indicators are judged through consistency, thereby deriving the second-level indicator set B, and the third-level indicators are calculated and generated in the same way.

10. The innovation and entrepreneurship education system for higher vocational students according to claim 9 is characterized by: The comprehensive evaluation of innovation and entrepreneurship ability constructs the evaluation model of students' innovation and entrepreneurship ability by using fuzzy evaluation method, and then constructs indicators, grades and levels. The evaluation object is evaluated and analyzed in four steps: classification, indicator quantification and evaluation analysis. The ability evaluation level of higher vocational students is divided into four levels: excellent, good, medium and general. By assigning values ​​to the evaluation level set u, the higher vocational students are evaluated through the fuzzy evaluation hierarchical analysis method, the evaluation set u is determined, and the results are obtained after normalization; the evaluation set is as follows: u={u1, u2, u3, u4}={excellent, good, medium, average}={100, 80, 70, 60}.

Images