“三全育人”理念下高校创新创业教育的实践路径研究
Research on the Practical Path of Innovation and Entrepreneurship Education in Universities under the “Three-Wide Education” Concept
DOI: 10.12677/ces.2026.144251, PDF,    科研立项经费支持
作者: 李倩倩:河北工程大学能源与环境工程学院,河北 邯郸;刘利华*:河北工程大学水利水电学院,河北 邯郸
关键词: 三全育人创新创业教育实践路径校企协同人才培养Three-Wide Education Innovation and Entrepreneurship Education Practical Path School-Enterprise Collaboration Talent Cultivation
摘要: “三全育人”理念为高校创新创业教育提供了系统的理论框架与实践指导,其强调的全员、全过程、全方位育人内涵与创新创业教育的目标高度契合。本研究旨在探究“三全育人”理念在高校创新创业教育中的实践路径,在深入剖析“三全育人”与创新创业教育内在逻辑关联的基础上,系统梳理了当前教育实践中的问题及其成因,并从全员协同、全程贯通、全方位赋能三个维度,提出了构建多元育人共同体、打造四阶段育人链条、搭建四位一体支撑体系等实践路径。研究表明,“三全育人”理念能够有效破解高校创新创业教育的碎片化困境,通过系统性整合多元主体资源、贯通人才培养全过程、构建立体化育人环境,可以有效提升学生的创新创业能力。本研究可为培养适应新时代需求的创新型高素质人才提供理论支撑与实践指导。
Abstract: The concept of “three-wide education” provides a systematic theoretical framework and practical guidance for innovation and entrepreneurship education in universities. Its emphasis on the connotation of educating all members, throughout the entire process, and in all aspects, highly aligns with the goals of innovation and entrepreneurship education. This study aims to explore the practical path of the “three-wide education” concept in innovation and entrepreneurship education in universities. Based on an in-depth analysis of the inherent logical connection between “three-wide education” and innovation and entrepreneurship education, it systematically sorts out the current problems and their causes in educational practice. From the three dimensions of all-member collaboration, whole-process integration, and all-round empowerment, it proposes practical paths such as building a diversified education community, creating a four-stage education chain, and establishing a four-in-one support system. The research shows that the concept of “three-wide education” can effectively overcome the fragmented dilemma of innovation and entrepreneurship education in universities. By systematically integrating diverse subject resources, integrating the entire process of talent cultivation, and constructing a three-dimensional education environment, it can effectively enhance students’ innovation and entrepreneurship abilities. This study provides theoretical support and practical guidance for cultivating innovative and high-quality talents who can meet the needs of the new era.
文章引用:李倩倩, 刘利华. “三全育人”理念下高校创新创业教育的实践路径研究[J]. 创新教育研究, 2026, 14(4): 107-112. https://doi.org/10.12677/ces.2026.144251

参考文献

[1] 吴隽. 高校产教融合培养创新创业人才的研究与实践[J]. 产业创新研究, 2024(6): 177-179.
[2] 王爱玲. 创新创业教育是高等学校高质量发展的必然——评《创新创业教育的理论研究与实践探索》[J]. 教育理论与实践, 2024, 44(15): 2.
[3] 刘为鑫. “三全育人”视域下高校创新创业教育实践路径[J]. 四川劳动保障, 2025(18): 119-120.
[4] 宋颖, 孙艳霞. “三全育人”视域下高校创新创业教育的改革与实践路径探究[J]. 创新创业理论研究与实践, 2025, 8(12): 62-65.
[5] 商琦, 盘长丽. 基于“三全育人”理念的创新创业教育模式探索[J]. 创新创业理论研究与实践, 2025, 8(5): 114-116.
[6] 陈广仁. 新工科“双创”人才“三全育人”培养: 现实问题、运行机制及实践路径[J]. 创新创业理论研究与实践, 2024, 7(3): 82-87.
[7] 葛茂奎, 葛茂松, 许春蕾, 等. “三全育人”背景下地方综合性高校创新创业教育与专业教育融合研究[J]. 经济师, 2024(3): 180-182.
[8] 马永霞, 何静. 高校创新创业教育促进新质生产力发展: 理论逻辑、现实困境与实现进路[J]. 中国大学生就业, 2024(7): 29-38.
[9] 李荣华, 孙旭媛, 谢玉梅. 高校实践育人共同体建设模式探索与实践——以江南大学“企业家辅导员”项目为例[J]. 大学, 2020(7): 26-27.
[10] 张烜煜. “三全育人”视角下大学生科技创新能力提升路径探究[J]. 创新与创业教育, 2024, 15(2): 34-39.