Abstract

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Title:: Teacher-student Co-creation:An Empirical Study on Teachers’Cognitive Differences and Action Orientation

Keywords:: teacher-student co-creation; teachers’ cognition; teachers’ ability; entrepreneurship education

Abstract:: As an effective way to enhance students’ innovation and entrepreneurial ability, to promote the conversion of innovative entrepreneurship projects and outcomes, and to transform “deep learning” into “realistic outcomes and skills”, “teacher-student co-creation” can specifically solve a series of practical problems with current entrepreneurship education, such as the disconnection between theory and practice, the separation between professional education and entrepreneurial practice, and the limited outcome of the student entrepreneurship projects. This study has analyzed teachers’ cognition of “teacher-student co-creation” and drawn the following conclusions based on 1, 256 teachers’ questionnaire results:it is necessary to improve teachers’ quality in an all-round way through improving the policy and system concerning innovation and entrepreneurship and further strengthening the construction of institutionalization and systematization; to integrate “teacher-student co-creation” with the existing entrepreneurship education system so as to make clear that a well-organized form can strengthen the recognition of and correspondingly the function played by “teacher-student co-creation”.