What is the main content of innovation and entrepreneurship education?

What is innovation and entrepreneurship education? What is the significance of innovation and entrepreneurship education for college students? Today, I would like to share with you some information about innovation and entrepreneurship education. Welcome to reading.

Innovation and Entrepreneurship Education Innovation and Entrepreneurship Education aims at cultivating talents with basic entrepreneurial qualities and pioneering personality. It is not only an education that focuses on cultivating students' entrepreneurial awareness, entrepreneurial spirit and innovative entrepreneurial ability, but also an education that focuses on the whole society and carries out innovative thinking training and entrepreneurial ability training in stages and at different levels for entrepreneurial groups who are interested in starting a business, have started a business and have successfully started a business. Innovation and entrepreneurship education is essentially practical education.

Domestic trends 2065438+August 2002 1 day, the general office of the Ministry of Education issued a notice on printing and distributing the basic requirements of entrepreneurship education in ordinary undergraduate schools (for Trial Implementation). The document points out that entrepreneurship education in colleges and universities is a strategic measure to serve the country to speed up the transformation of economic development mode, build an innovative country and enhance human resources capacity, an important way to deepen the teaching reform of higher education, improve the quality of personnel training and promote the all-round development of college students, and an important measure to implement entrepreneurship to promote employment and promote the full employment of college graduates.

With what? Entrepreneurial foundation? Courses are included in the compulsory courses for undergraduates, and innovation and entrepreneurship education has once again become the focus of educational research. Subsequently, the innovation and entrepreneurship system was launched on the CDEP platform of the China demonstration project of the United Nations Youth Employment Network, which also marked the vigorous development of innovation and entrepreneurship education in China and its integration with the world.

Management guru Peter? Drucker pointed out at the 199 1 Tokyo International Conference on Entrepreneurship Education. Anyone who dares to face the decision can become an entrepreneur through learning and have entrepreneurial spirit. Entrepreneurship is an act, not a personal character. ? In other words, innovative and entrepreneurial talents are not born, but can be cultivated through the day after tomorrow.

Comparison of talent training mechanisms between China and the United States

The United States is the first country to carry out entrepreneurship education in schools. From primary schools, junior high schools, senior high schools, universities and even graduate schools, employment and entrepreneurship education courses are generally offered. In the past 35 years, entrepreneurship has become the fastest-growing discipline in American business schools and engineering schools. From 65438 to 0977, 50 ~ 70 colleges and universities offered entrepreneurship-related courses. By 1999, about 1 100 universities had offered courses in this field, and many of them also offered entrepreneurship or entrepreneurship research majors. In the same year, the American National Entrepreneurship Teaching Fund was established.

There are two basic organizational models for cultivating innovative and entrepreneurial talents in American universities: focusing and radiating. Focus on training in business schools and management schools to cultivate professional entrepreneurial talents, such as the MBA class of Harvard Business School, which is strict with students. Carrying out radial training in the whole school is mainly to cultivate students' entrepreneurial spirit and awareness and lay the foundation for students to engage in various occupations.

Entrepreneurship education in the United States also extends to the middle school stage. A random sample survey of American high school students shows that 70% students want to own their own businesses, and 86% students want to know more about entrepreneurship.

In contrast, in China, the cultivation of innovative and entrepreneurial talents is a new thing. Universities, governments, enterprises and society have not yet formed a joint force, and the training mechanism is out of line. So graduates can't find jobs, enterprises can't find talents, and universities can't find feelings. Zhang Laiwu, Vice Minister of Science and Technology, once said that it is not that China people have no scientific research ability, and scientists in China can do a good job in a project, but the problem is that there is no innovation system. Innovation is a market behavior, an economic behavior and an entrepreneurial behavior. Without such a system, scientists' research will lose direction, motivation and baton.

From the comparison of the training mechanism of innovative and entrepreneurial talents between China and the United States, we can sum up the following experiences:

Pay attention to the cultivation of innovative and entrepreneurial spirit and consciousness

We must strengthen the in-depth cultivation of the spirit and consciousness of innovation and entrepreneurship, not only to improve the population coverage, but also to promote the purification of entrepreneurial motivation and the improvement of entrepreneurial level.

Strengthen multi-party cooperation and realize resource integration

It is necessary to strengthen the multi-party linkage between schools, governments and enterprises, and invite front-line personnel of enterprises to the podium, so as to really help entrepreneurs.

Strengthen organizational guarantee and establish an entrepreneurial center.

We should strengthen organizational guarantee, establish entrepreneurial centers, and pay attention to the talent and financial guarantee of alumni network.

Introduce venture capital to realize full incubation.

It is necessary to introduce venture capital to realize the overall incubation from awareness training, skill training, team incubation, market docking and resale listing.

Pyramid model of talent training

Based on the above analysis and summary, we have established a pyramid model for the cultivation of innovative and entrepreneurial talents in China. The bottom layer is the cultivation of innovative and entrepreneurial personality, that is, sense of responsibility, self-confidence, willpower and so on. Under the traditional parental ideology and education system in China, it is a basic problem that must be solved to let entrepreneurs have completely independent personality. The middle layer is the cultivation of innovation and entrepreneurship awareness, which needs to stimulate talents' curiosity and thirst for knowledge, cultivate their interest in innovation and entrepreneurship, promote their germination and grasp the driving force of innovation and entrepreneurship. The top level is the cultivation of innovation and entrepreneurship ability, which needs to cultivate talents' creativity and innovation ability, the ability to grasp and create opportunities, and the ability to calculate risks.

In the pyramid model of cultivating innovative and entrepreneurial talents, government, media, schools, enterprises and families all play important roles. Family and school are very important for cultivating innovative and entrepreneurial personality; Government, media, schools and enterprises can promote the formation of innovation and entrepreneurship awareness; Schools and enterprises are the real soil for innovation and entrepreneurship training.

If the interaction between schools, enterprises and politicians can be realized, it is not only possible, but also completely possible to cultivate innovative and entrepreneurial talents.

Significance of innovation and entrepreneurship education Author: Professor Li Zhendong: Dean of Boma Entrepreneurship Research Institute, national employment guidance expert, and Secretary-General of China University Student Employment and Entrepreneurship Summit Forum. It was reported by CCTV and other national 100 news media, and gave more than 800 lectures in 3 1 provinces such as Nankai University. He was the first person to give a lecture on employment and entrepreneurship guidance for college students.

Significance and methods of cultivating college students' awareness of innovation and entrepreneurship

Abstract: Under the severe social employment situation in recent years, how to cultivate college students' awareness and ability of innovation and entrepreneurship has become an urgent and important topic for colleges and universities. This paper puts forward relevant viewpoints and suggestions.

Keywords: innovation and entrepreneurship education for college students, awareness-raising, teacher construction, practical activities, social security

In recent years, with the expansion of the scale of running schools and enrolling students, the employment situation of college graduates has become increasingly severe. The total number of graduates was 4.95 million in 2007, about 5.4 million in 2008 and over 6 million in 2009. When the national GDP grows by 8% ~ 10%, about 9 million new jobs are created every year, and graduates account for more than half of the new jobs. The existing enterprises and institutions can provide very limited new jobs, especially the technological progress has reduced the jobs of some enterprises. With the continuous large-scale enrollment expansion of colleges and universities, higher education has achieved leap-forward development. Elite education? Where to? Universal education? In the transition period of strategic shift, employment emphasizes quality construction after quantity expansion.

In this social environment, it will be an urgent task and an important opportunity for colleges and universities to carry out innovation and entrepreneurship education for college students, promote their all-round development and success, and promote employment through entrepreneurship. The average level of entrepreneurship education for college students in China is lower than the world level, and their awareness of entrepreneurship is relatively low. Strengthening college students' innovation and entrepreneurship education is an important subject to be studied urgently in colleges and universities in China.

The consciousness of innovation and entrepreneurship is a personality psychological tendency to promote people's innovation and entrepreneurship practice. It dominates the attitude and behavior of innovative entrepreneurs, has strong selectivity and initiative, and is an important part of the basic quality of innovative entrepreneurship. The formation of innovative and entrepreneurial consciousness needs long-term cultivation, edification and accumulation. To cultivate college students' awareness and ability of innovation and entrepreneurship, the author believes that we should start from the following aspects:

First, enhance college students' awareness of innovation and entrepreneurship, and create an overall atmosphere of innovation and entrepreneurship.

To pay attention to the cultivation of innovative and entrepreneurial consciousness, we must first raise the entrepreneurial spirit to the height of creating wealth, contributing to society and realizing self-worth. Secondly, we should change the concept that entrepreneurship education is only for students who are ready to start a business and only for a few people, truly take entrepreneurship education as a booster to promote the all-round improvement of college students' quality, and infiltrate the concept of entrepreneurship education into the whole process of higher education. Thirdly, it is necessary to establish a reasonable evaluation system and incentive mechanism to stimulate the enthusiasm of teachers and students to participate in entrepreneurship education.

The specific ways are as follows: widely publicize the advanced models of successful entrepreneurship and independent entrepreneurship through the news media, and strengthen the confidence of college students in innovation and entrepreneurship through their deeds; Carry out all kinds of college students' innovation and entrepreneurship competitions to build a stage for college students' innovation and entrepreneurship; Encourage and train more qualified college students to start their own businesses with knowledge, wisdom and courage; Form a project as the carrier and a team or community as the organizational form? Entrepreneurship education? Practice group can stimulate college students' innovative consciousness and entrepreneurial spirit, make college students' entrepreneurial motivation find a suitable combination point in concrete practice, and form the concept of independent innovation and entrepreneurship.

Second, make full use of social resources to provide services for college students' innovation and entrepreneurship, and attach importance to the construction of relevant teachers.

Judging from the current environment, except for a few pilot schools, there are many phenomena in college students' innovation and entrepreneurship in China, such as poor teacher environment, students who have ideas but suffer from lack of targeted scientific guidance, and lack of social stage for interpersonal relationships and business networks. An excellent teaching staff is the premise of cultivating college students with good entrepreneurial quality, and an excellent tutor team is the guarantee of cultivating innovative and entrepreneurial talents in colleges and universities. Therefore, while constantly strengthening and improving the construction of teachers in colleges and universities, we should pay attention to the development of social education resources, hire successful entrepreneurs who have made great achievements in entrepreneurship, are noble in morality, are willing to contribute and have a strong sense of responsibility as instructors of college students' entrepreneurial practice, make full use of their innovative entrepreneurial ideas and practice platforms, innovate educational models, and cultivate and educate college students' innovative entrepreneurial ability in a planned, phased and batch manner. Only in this way can we ensure the effective implementation of innovation and entrepreneurship education. Only in this way can we cultivate compound talents who dare to explore, break through convention and be brave in innovation.

The specific ways are: hiring successful entrepreneurs with entrepreneurial achievements, noble morality, dedication and strong sense of responsibility as college students' entrepreneurial practice tutors, and the tutors and students communicate regularly in pairs; Schools provide college students with more opportunities for social practice. Tutors lead students into enterprises, experience the core of enterprise innovation and entrepreneurship culture, and feel the experience of successful people, fully mobilize students' initiative, enthusiasm and creativity in learning, so that students can change from passively accepted teaching objects to actively involved practice subjects, and truly achieve success and use.

Third, actively build a platform, attach importance to practical activities, and improve the practical operation ability of college students' innovation and entrepreneurship.

Innovation and entrepreneurship education includes enabling college students to master the basic skills of innovation and entrepreneurship, have professional skills and management skills, and have certain social practice skills. Practice is the key to cultivate college students' innovative and entrepreneurial ability. Only through various extracurricular activities, especially extensive social practice activities, can students' innovative and entrepreneurial ability be truly improved. Schools should actively build a platform for practical activities, reasonably increase the time for experiments and practice, and cultivate students' scientific research ability and practical ability. On the one hand, schools should actively create entrepreneurial practice bases to provide students with opportunities for entrepreneurial practice. On the other hand, we should encourage and guide college students to join school-run enterprises, so that students can be tempered by the market.

The specific ways are: organizing social practice competitions, attracting more students to seriously think about innovation and entrepreneurship, and providing a broad platform for more innovative talents to stand out; Carry out research study and innovation practice, set up innovation laboratory, guide students to explore independently, strengthen college students' awareness of independent innovation and improve their comprehensive ability; Organizing college students to join school-run enterprises, establishing incubators, sponsoring students to start businesses and combining learning with application provide students with various opportunities to personally participate in entrepreneurial practice, accumulate rich experience through continuous practice, and finally realize real innovation and entrepreneurship.

Fourth, encourage, support and help college students to innovate and start businesses from the policy.

Comrade Hu Jintao pointed out in the report of the 17th National Congress of the Communist Party of China: Improve the ability of independent innovation and build an innovative country. This is the core of the national development strategy and the key to improving the comprehensive national strength. ? Therefore, the cultivation of college students' awareness and ability of innovation and entrepreneurship is not only a simple school behavior, but also a peer behavior of the government, society and schools. Its implementation is a systematic project. Therefore, while strengthening college students' entrepreneurship education, we must also strengthen the coordination and cooperation among schools, governments and society. The government and society should provide legal protection and social support for college students' innovation and entrepreneurship from various policies and regulations, and truly build a trinity entrepreneurship education system.

Mr. Steven, a professor at Harvard Business School, summed up the issue of innovation and entrepreneurship very well. He said: innovation and entrepreneurship is to seize opportunities, integrate resources, and be free from resource constraints. Classroom teaching and extracurricular training are very important for cultivating students' innovative and entrepreneurial spirit and practice. To cultivate college students with innovative spirit, entrepreneurial spirit and practical ability in the new era, we must cultivate them imperceptibly in education, study and life, so as to cultivate innovative and entrepreneurial talents with excellent comprehensive quality and adapt to future economic and social development. ? It is true that innovation and entrepreneurship education is a complex systematic project, aiming at cultivating compound talents with innovative ability, entrepreneurial spirit and high comprehensive quality. The realization of this training goal depends not only on the strength of colleges and universities, but also on the support and cooperation of the whole society, establishing a perfect entrepreneurial service system to help college students start their own businesses, thus optimizing the entrepreneurial environment and ensuring the smooth development and implementation of entrepreneurial activities. As an important position to train qualified builders and successors in society, colleges and universities must keep pace with the times, seize the opportunity, vigorously promote the reform of higher education, change the educational concept, reform the talent training mode, and strive to cultivate a large number of high-quality entrepreneurial talents for the society to meet the needs of economic and social development. This is the only way. Colleges and universities can seize the commanding heights of talent training, better promote the process of building a well-off society in an all-round way, build a socialist harmonious society, and make positive contributions to the great rejuvenation of the Chinese nation.

Understanding of the main problems of college students' innovation and entrepreneurship education I. Purpose

The cultivation of college students' innovative and entrepreneurial ability is a very important content of college students' education, which is of great significance to their further studies and future employment. Based on this understanding, we have been engaged in the research of related issues, and have been paying attention to the cultivation of college students' innovative and entrepreneurial ability in teaching, and now we have formed some systematic and comprehensive understanding of this issue.

In order to strengthen the systematic research on innovation and entrepreneurship, innovation education and entrepreneurship education, and strengthen the cultivation of college students' innovation and entrepreneurship ability, it is necessary to establish corresponding teaching and research institutions.

Second, the importance and necessity

1, the background of building an innovative country and an innovative city

Since the reform and opening up, China's economic and social development has made great achievements, and its economic strength and comprehensive national strength are in a leading position in the world. The gap between China and developed countries is getting smaller and smaller in many aspects, which is inseparable from China's learning and absorbing advanced science and technology and management experience from developed countries. However, if we want to catch up with developed countries, we should not blindly learn, absorb and introduce, but rely more on our own independent innovation. Our party and government have fully realized this and put forward the strategic decision of building an innovative country as our basic national policy. In response to the call of the Party and the government, Beijing proposed to take the lead in building Beijing into an innovative city. Building an innovative country and an innovative city is inseparable from the cultivation of new talents.

2. Cultivating college students' innovative ability and practical ability is the guiding ideology of China's modern higher education reform.

Innovation education is conducive to cultivating college students' creativity, and entrepreneurship education is conducive to cultivating college students' practical ability. Therefore, carrying out innovation and entrepreneurship education for college students is directly targeted to the educational reform of cultivating college students' innovation and practical ability, and is of great significance in the following aspects:

(1) Change the educational concept, deepen the educational reform, and reform the people-oriented talent training mode of traditional education. For a long time, traditional education in China has been based on knowledge education, ignoring students' subjectivity, initiative and creativity, and there is a widespread phenomenon of high scores and low abilities. In terms of entrepreneurship, the average level of China is lower than that of GEM. The entrepreneurial proportion of college students in China is less than 1% of the total number of graduates, while that of developed countries generally accounts for 20%? 30%。 Therefore, we must change the traditional education concept as soon as possible, deepen the reform of talent training mode in colleges and universities, shift from employment education to innovation and entrepreneurship education, and establish a new concept that self-employment is not only an important way for college students to find employment, but also an important mode for college students to become talents.

(2) Make up for the deficiency of traditional education. Although we have realized that traditional education is biased towards knowledge, and the modern education reform we advocate also emphasizes students' quality, ability, innovation and practicality, our modern education reform still lacks systematicness. We try to improve and strengthen students' quality, ability, innovation and practical ability through the teaching of various courses, but it is not enough to set up special courses to systematically cultivate and strengthen them. Different from primary and secondary school students, college students will go to work after graduation. If they want to succeed in social practice, they should pay more attention to ability, innovation and practice.

(3) The orientation of talent training in our school is mainly to cultivate applied talents, and it is of great significance to carry out innovation and entrepreneurship education for college students to achieve this talent training goal. By constructing the undergraduate education system of innovation and entrepreneurship education, the enthusiasm and initiative of college students are stimulated. Students pay more attention to the systematization and practicability of their knowledge through innovation and entrepreneurship education, and can use professional knowledge to stimulate their enthusiasm for innovation and entrepreneurship.

3. The actual needs of college students' employment and entrepreneurship.

At present, the employment difficulties of college students have attracted the attention of schools, families and the government. Carrying out the research and education of college students' innovation and entrepreneurship can promote employment through entrepreneurship and reduce the pressure of college students' employment problems on society. Of course, not every college student wants to start his own business after graduation, but the cultivation of college students' innovative and entrepreneurial ability can help them get better jobs and make them more successful in their future careers.

4. It is the urgent need of college students at this learning stage and age stage.

As mentioned above, it is very important to carry out innovation and entrepreneurship research and cultivate college students' innovation and entrepreneurship ability, and schools should support this work. Considering that this work needs a lot of manpower and material resources, we hope to set up a research institute to tackle key problems collectively and better complete related scientific research and teaching work.

Three. Introduction of research history and present situation

People's research on innovation and entrepreneurship has a long history. However, systematic research began in 1930s with Schumpeter's research on innovation theory and Osborne's research on creativity. It can also be said that innovation and entrepreneurship education has a long history, but the systematic innovation and entrepreneurship education also began in the last century.

1, the history and present situation of innovation research and innovation education

If there is no strict distinction, innovation is creation, and creation is innovation. In fact, people often regard the two as the same thing.

America is the birthplace of creationism. 194 1 year, Osborne, the manager of BBDO advertising company in the United States, published the book "Thinking Methods" and proposed? Intellectual incentive method? . After the book was published, it immediately aroused people's great interest in creation.

Creativity was included in the teaching content of universities, and MIT was the first in the United States. Is the school 1948? Creative development? Courses. 1949, Osborne opened the University of Buffalo? Creative thinking? Night school, dedicated to promoting creative education. Later, famous universities such as Harvard University and University of California, as well as many military academies and industrial and commercial enterprises, also offered training courses on creativity and related creative activities.

1953, Osborne published the book Creative Imagination, which was translated into more than 20 languages, thus making people interested in? Creative research? Pay more attention. The United States was founded by Osborne in 1954? Creative Education Foundation? (CEF), which aims to promote the development of creative education in education and cultivate creative talents.

Since the 1960s, more than ten innovation research centers have been established in the United States. By the end of 1979, 53 universities and 10 research institutes in the United States had set up specialized creativity research institutions, which effectively promoted the development of creativity. In addition, creativity has a wide popularity in the United States. Almost all universities in the United States have set up creative training courses, some of which specialize in teaching various creative techniques, while others combine professional courses and adopt creative training methods to transform the original curriculum arrangement.

At about 1980, Xu Liyan of Shanghai Jiaotong University introduced creativity to Chinese mainland. From 65438 to 0980, creativity was first transplanted to Shanghai Jiaotong University, and then it mushroomed in other universities. 1994 China Creative Society was established in Shanghai, and then the Creative Education Professional Committee was established.

2. The history and present situation of entrepreneurship research and entrepreneurship education.

The rise of entrepreneurship research first appeared in the late 1960s, and entrepreneurship education in foreign universities has a history of more than half a century. (Another way of saying it: Entrepreneurship research and entrepreneurship education began in American universities in the 1970s. ) The most famous is entrepreneurship education in American universities. At present, entrepreneurship education in the United States has been incorporated into the national education system, covering formal education from junior high school, senior high school, undergraduate course to graduate student.

By the beginning of 2005, more than 600 colleges and universities in the United States had offered entrepreneurship courses, forming a relatively scientific and perfect teaching and research system for entrepreneurship education. Many schools also have entrepreneurship majors. The entrepreneurial spirit and ability of college students have become one of the symbols to evaluate the quality of higher education. Entrepreneurship has become a mature discipline in universities in developed countries in Europe and America.

As a direct result, more than 95% of the wealth in the United States today was created by the entrepreneurial generation in the 1980s. In the entrepreneurial craze in the United States, college students' entrepreneurial activities attract attention. Many famous high-tech companies in the United States are almost all founded by college entrepreneurs using venture capital, such as Moore of Intel, Grove of Microsoft, Gates and Allen, Sue Park of Hewlett-Packard, Anderson of Netscape, Dell of Dell and Jerry Yang of Yahoo. , are examples of entrepreneurs. According to a statistic of MIT, since 1990, MIT graduates and teachers have created more than 150 new companies every year on average. By the end of 1999, its graduates had founded 4,000 companies, employed 165438+ 10,000 people, and generated sales of $232 billion, which is very important for the United States, especially Massachusetts.

In China, entrepreneurship research is still in its infancy, so it can be said that entrepreneurship research is currently in academic research? Golden period? The beginning of. In 2000, Northwestern Polytechnical University began to incorporate entrepreneurship into the curriculum system of undergraduate education. Subsequently, Tsinghua University established China Entrepreneurship Research Center in June 5438+February 2000, and Jilin University and Nankai University also established entrepreneurship research institutions in 2003.

In recent years, entrepreneurship education in domestic universities in China has also developed rapidly. At the beginning of 2002, the Ministry of Education of People's Republic of China (PRC) conducted a pilot project of entrepreneurship education in nine universities. Including Tsinghua University, Beihang University, China Renmin University, Shanghai Jiaotong University, Nanjing Institute of Economics, Wuhan University, Xi Jiaotong University, Northwestern Polytechnical University and Heilongjiang University. All-china youth federation and the International Labor Organization * * * have worked out a plan to promote the KAB project, and it is planned that by 2065,438+00, the project will be extended to 2,000 colleges and universities across the country, and 654.38+00,000 teachers will be trained, so that at least 500,000 students can learn KAB courses for free.

For example, BUAA Entrepreneurship Education Center is responsible for the planning, organization and implementation of BUAA entrepreneurship education. The center aims at cultivating compound economic management talents with innovative ability and entrepreneurial thinking, and mainly carries out theoretical research, teaching material development, teaching staff construction and entrepreneurial education and training for students and the public. Since its establishment, the Center has actively explored and practiced new ways of entrepreneurship education suitable for China's national conditions, and formed a entrepreneurship education and training model with Beihang characteristics. In cooperation with Beihang Science and Technology Park, Beihang Incubator and famous American entrepreneurship education institutions, the center has opened entrepreneurship management courses for more than 600 Beihang students.

The entrepreneurship education of the Central University of Finance and Economics began in 2003, and in 2004, it began to offer entrepreneurship elective courses in the whole school, and at the same time, it launched a project called? Research and practice of entrepreneurship education mode in financial colleges? Our teaching reform project has achieved certain results. Through continuous exploration and practice, Central University of Finance and Economics has formed a relatively systematic entrepreneurship education system. The innovation of entrepreneurship education in Central University of Finance and Economics can be summarized as five aspects: namely, the innovation of teaching content with entrepreneurship as the main content; Innovating teaching organization and breaking the limitations of departments and classes; Attach importance to the innovation of participatory teaching evaluation; Realize the innovation of small class teaching method through practice; Teaching management innovation with the goal of cultivating entrepreneurial talents.

Fourth, research content and innovation.

We believe that college students' innovative ability mainly includes three aspects: innovative thinking ability, non-intellectual factors and innovative practical ability. The cultivation of college students' innovative ability must start from these three aspects.

Innovative thinking ability is the key to the cultivation of innovative ability in universities. Because all human innovation comes from the innovation of thinking. Innovative thinking includes logical thinking and illogical thinking. The cultivation of innovative thinking ability includes logical thinking training and illogical thinking training. The key to cultivate logical thinking ability and illogical thinking ability lies in developing the habit of logical thinking and illogical thinking. The law of sufficient reason is the fundamental standard to distinguish logical thinking from illogical thinking. The key to cultivating illogical thinking ability is to form the habit of drawing conclusions without sufficient reasons, and the key to cultivating illogical thinking ability is to form the habit of drawing conclusions with sufficient reasons. Therefore, it can be said that we provide a basic principle for the cultivation of college students' illogical thinking ability, which is the key factor of innovative thinking, but many people think that illogical thinking ability cannot be cultivated.

Non-intelligence factors refer to all psychological factors that affect the effect of intellectual activities, including five basic psychological factors: motivation, interest, emotion, will and personality. These non-intellectual factors are of great significance to the success of people's innovative thinking and practice. We will make an in-depth study on the development of these five non-intelligence factors of college students.

In order to succeed in social innovation practice, college students must learn to be human beings, correctly handle the relationship between individuals and society, individuals and others, ideals and reality, theory and practice, form a good personality, maintain a healthy psychology, become qualified social citizens, and cultivate strong innovative practice ability. We must also recognize the national conditions and be a person who meets the needs of the times. We will also conduct in-depth research on this issue.