Finance and trade are two important components of national economic activities, and they are also important channels for regional economic relations. The following is a sample essay on the graduation thesis of International Trade for your reference. Model essay on graduation thesis of international trade undergraduate
Discussion on the cultivation of entrepreneurial innovation ability of students majoring in international trade in higher vocational colleges
Abstract: In? Mass entrepreneurship and innovation? Under the background of the strategy of building an innovative country, the cultivation of innovative talents is the key to realize an innovative country. Based on the present situation of the cultivation of international trade students' entrepreneurial innovation ability in higher vocational colleges in China, this paper puts forward some suggestions on the cultivation of international trade students' entrepreneurial innovation ability in higher vocational colleges.
Keywords: international trade; Entrepreneurial innovation ability; The 21st century is an era of rapid development of high-tech and new technology, and a new era characterized by knowledge and technological innovation. Proposed by the 17th National Congress of the Communist Party of China? Improve the ability of independent innovation and build an innovative country? And? Promote entrepreneurship to promote employment? The development strategy. In 21, the Ministry of Education put forward in the Opinions of the Ministry of Education on Vigorously Promoting Innovation and Entrepreneurship Education in Colleges and Universities and College Students' Self-employment? Carry out innovation and entrepreneurship education in colleges and universities, and actively encourage college students to start their own businesses? . Put forward in the government work report in 215? Mass entrepreneurship and innovation? It has inspired a new wave of entrepreneurial innovation for all. At the same time, the central and local governments have successively introduced a series of preferential policies and convenient measures to support and encourage college students' innovation and entrepreneurship. The core of building an innovative country is to have innovative talents, and the key to cultivating innovative talents lies in education. Higher vocational colleges cultivate skilled and practical talents to meet the needs of social development. In order to meet the development of the times and the needs of building an innovative society, it is urgent to cultivate innovative talents. This paper sorts out the problems existing in the cultivation of international trade students' entrepreneurial innovation ability in higher vocational colleges in China at this stage, and puts forward corresponding countermeasures and suggestions.
first, the problems existing in the cultivation of entrepreneurial innovation ability of international trade majors
1. The teaching content and teaching methods are relatively old. Although the upsurge of cross-border electronic commerce has swept the world, changed the traditional international trade mode and greatly lowered the threshold of starting a business in foreign trade industry, at present, some courses of international trade in higher vocational colleges have failed to adapt to the new trend of social and industry development. Some teachers emphasize the explanation of professional theoretical knowledge in the teaching process, and the teaching method is single, focusing on instilling knowledge, ignoring the cultivation of students' independent thinking ability; In practice teaching, students only pay attention to learning operational skills, ignoring the cultivation of creative thinking.
2. Entrepreneurship and innovation education has not been effectively integrated into the curriculum system. Some higher vocational colleges fail to pay enough attention to entrepreneurship and innovation education, or even offer relevant courses. Some colleges and universities offer courses related to entrepreneurship and innovation, but they simply exist in an independent form of elective or compulsory.
3. Lack of teachers for entrepreneurship and innovation education. International trade is a very practical subject. At present, although some higher vocational colleges give priority to teachers with practical work experience in enterprises when recruiting, in fact, a large number of teachers lack practical work experience and lack of entrepreneurial innovation theory and practical experience.
4. Lack of entrepreneurial innovation support system. The cultivation of innovative talents needs the support of the system. In some higher vocational colleges, there is not enough support for students' entrepreneurial innovation activities, and the resources of enterprises, society and government are not fully utilized to effectively carry out entrepreneurial innovation education.
second, suggestions on the cultivation of entrepreneurial innovation ability of international trade majors
1. Incorporate entrepreneurial innovation education into the training program
International trade majors in higher vocational colleges cultivate professional and applied talents with strong international trade practice ability. In order to achieve this goal, innovative talent training mode is the key to innovative talent training. The talent training of international trade major in higher vocational colleges should focus on innovation ability and quality, integrate the ideas, courses and practices of innovation and entrepreneurship education into all aspects of the talent training program, and comprehensively and systematically cultivate students' creative and innovative thinking and ability from the perspective of talent training as a whole.
2. Strengthen the combination of work and study, school-enterprise cooperation, and build a platform for entrepreneurial innovation
The cultivation of entrepreneurial innovation ability cannot rely solely on theory, but must be rooted in practice. So, you have to go? Work-integrated learning and school-enterprise cooperation? The way to cultivate and train students' entrepreneurial innovation ability. Work-study combination? Work? And? Study? The teaching mode of combining process and unification. School-enterprise cooperation is the basis and guarantee for the development of work-study combination. Through school-enterprise cooperation, enterprises are introduced into schools, and enterprises send professionals to teach students and provide training for teachers. Students study at school and practice in enterprises alternately, and schools and enterprises * * * build a practical platform for entrepreneurial innovation to provide students with rich practical opportunities, so that students can use their theoretical knowledge and exercise their entrepreneurial innovation ability in practice. Using the practical platform provided by various school-enterprise cooperation modes, we can achieve the goal of constantly cultivating and training students' entrepreneurial and innovative ability.
3. Strengthen the construction of innovative teachers, and innovate teaching methods and course contents
Under the background that innovation has become a national strategy, teachers in higher vocational colleges should actively learn the theory of innovation and carry out practical activities. For example, enterprises should take advantage of the winter and summer vacations to carry out practical training activities, participate in various entrepreneurial innovation trainings, and actively organize students to participate in entrepreneurial innovation competitions. Schools can also strengthen the construction of entrepreneurial innovation teachers by hiring experts, inviting successful alumni, entrepreneurs and other successful people to give lectures, forums and serve as instructors of entrepreneurial innovation education. In the process of teaching, teachers should change the single teaching method in the past, and adopt various teaching methods such as case teaching method, group teaching method and group discussion to organize classroom teaching, so as to cultivate and exercise students' ability of independent thinking and creative thinking. In the teaching process, we should cultivate students' awareness of entrepreneurial innovation, encourage students to carry out entrepreneurial innovation activities, stimulate their interest in entrepreneurial innovation, and make it a world view of entrepreneurial innovation that will accompany them for life. In terms of courses, the course content should cover the most cutting-edge new knowledge of the industry. Under the background of cross-border electronic commerce, the curriculum system of international trade should join the relevant courses in cross-border electronic commerce; In view of the cultivation of international trade students' entrepreneurial innovation ability, compulsory courses and elective courses should be set up for entrepreneurial innovation. Secondly, when carrying out practical training courses, we should pay attention to combining professional knowledge with entrepreneurial innovation education to provide students with opportunities for entrepreneurial innovation practice. For example, in the training of cross-border e-commerce courses, students are encouraged to carry out real cross-border e-commerce sales, cultivate students' hands-on ability and exploration spirit, and stimulate their enthusiasm for entrepreneurial innovation.
4. Strengthening the construction of entrepreneurial innovation support system
The cultivation of entrepreneurial innovation ability is a systematic long-term project, which needs strong support systems and systems. Higher vocational colleges should establish and improve the support system of entrepreneurial innovation education, create a good entrepreneurial innovation atmosphere and encourage teachers and students to carry out entrepreneurial innovation practice, so as to finally realize the goal of cultivating entrepreneurial innovation ability. For example, we can set up a school-level entrepreneurial innovation fund, carry out entrepreneurial innovation competitions and other activities to encourage students to participate. At the same time, higher vocational colleges should also actively use the support policies of government departments at all levels for entrepreneurial innovation, and use the government to provide training, services, venues, tax relief and funds for college students' entrepreneurial innovation activities, and create a practical platform for entrepreneurial innovation education with governments at all levels to guide students' entrepreneurial innovation enthusiasm and let students grow up from practice.
references:
[1] Yin Ying. Research on enhancing the innovation ability of higher vocational students [J]. Education and occupation, 214(3).
[2] Qu Wanbo, Li Yan. Investigation on the innovation ability of higher vocational college students [J]. Education and occupation, 213 (4).
213(4).
[4] Zeng Wenbo, Huang Qingnan, Wu Qiqi. Exploration and practice of innovative ability training mode for electrical information professionals [J]. China Science and Technology Information, 211(12):161-162. Model essay for International Trade Undergraduate Thesis Part II
The Application of Project Teaching Method in International Trade Practice Teaching
With the development of global economic integration, more and more enterprises are engaged in international trade, and the requirements for foreign trade personnel are getting higher and higher. In international trade practice teaching in higher vocational colleges, students trained by traditional teaching methods can no longer meet the needs of international trade development. With the help of projects, students can simulate the actual trade, realize the combination of theory and practice, and cultivate students' ability to use theoretical knowledge.
keyword project teaching method; Higher vocational education; International trade practice; Application
In the traditional teaching of international trade, teachers mainly guide students by explaining the knowledge points in textbooks, supplemented by cases, and teach by assigning homework after class. With the rapid development of the world economy, enterprises involved in international trade have higher and higher requirements for foreign trade personnel.
1. Necessity of application of project teaching method in international trade practice teaching
International trade practice is the core content of international trade major in higher vocational colleges, and the learning effect of students on this course is directly related to the mastery of students' international trade professional skills. If the traditional teaching method is continued, students will only get high marks but low abilities, which will not meet the needs of future social and economic development for trade talents. In order to improve the teaching effect of the course International Trade Practice and cultivate trade talents to meet the needs of social development, teachers should analyze and summarize the teaching tasks, teaching objectives and cultivating students' basic ability through teaching needs, take teaching tasks as the main content of teaching, take cultivating students' professional ability as the breakthrough point, carefully design teaching plans, construct the knowledge framework of the course International Trade Practice, screen teaching cases and cultivate students' practical ability in actual trade. Using project teaching method can make students' perceptual knowledge of theoretical knowledge reach rational knowledge through project practice; The starting point of project teaching method can cultivate students' interest in learning, and cultivate students' ability to solve practical problems by letting them simulate the specific process in international trade. The application effect of project teaching method in international trade practice is ultimately implemented in students' practical results. Teachers can quantify students' performance, and through teachers' recognition, students' self-confidence can be improved and they can study harder.
Second, the problems existing in the teaching of international trade
1. The course is completely scripted and the course structure is unreasonable.
At present, the teaching of national trade in higher vocational colleges is completely carried out in accordance with the contents of textbooks, but the focus of the contents of textbooks is biased towards introducing theoretical knowledge to students, ignoring the cultivation of students' practical ability. In addition, the rapid change of the world economic form has prompted the international trade policy to be constantly updated, and new economic theories have been derived. However, it takes a long time to compile them into textbooks, which leads to the disconnection between theoretical knowledge and practice in textbooks. Therefore, it is difficult to adapt to the needs of economic development completely according to the contents of textbooks. The students trained only know theoretical knowledge, but they will not actually use it.
2. The teaching method is fixed.
International trade practice is a very practical teaching, which requires students' practical operation ability to be very high. However, in teaching, many contents are only taught by teachers, so students can't get the opportunity to practice in person, can't apply what they have learned, and have a shallow understanding of international trade.
3. The assessment method is unreasonable.
The traditional way of assessing students by examination results is very impractical for a course that focuses on practice, such as international trade practice. The high score of students can only show that students have a solid memory of knowledge points and cannot reflect their practical application ability.
Third, the application of project teaching method in international trade practice teaching
1. Curriculum design principles.
(1) select reasonable and typical physical items of international trade. When designing a project in teaching, teachers should closely connect with reality, pay attention to its rationality, adopt more real cases that happened in the international trade practice in the century, and after proper editing and modification, take out the dross and extract the essence, so that students can simulate their participation in classroom teaching, and let them understand the meaning of the content of the textbook from the participation of the project by playing the characters.
(2) The selection of physical items should be targeted and adaptable. Teachers should choose international trade practice projects according to the teaching emphases and difficulties, so as to help students better solve their learning difficulties. At the same time, teachers should consider students' knowledge base and students' understanding ability when designing projects, but the selected cases should not be too simple, otherwise the training effect will not be achieved for students. For long and complicated cases, teachers should cut them appropriately according to the teaching time and introduce them into teaching after streamlining.
(3) An important part of the project teaching method is the teacher's evaluation of students' practical performance. Students will definitely have various problems in the process of completing the project. Teachers should name the problems in time when summing up, and how students can improve them. They should compare the characteristics of each group of students, guide students to develop their strengths and avoid their weaknesses, and improve their practical ability through comments.
2. the influence of project teaching method on the course of international trade practice.
international trade practice is the core content of international trade major in higher vocational colleges, and the learning effect of students on this course is directly related to the mastery of students' international trade professional skills. If the traditional teaching methods are continued, students will only get high marks and low abilities, which will not meet the needs of future social and economic development for trade talents. In order to improve the teaching effect of the course International Trade Practice and cultivate trade talents to meet the needs of social development, teachers should analyze and summarize the teaching tasks, teaching objectives and cultivating students' basic ability through teaching needs, take teaching tasks as the main content of teaching, take cultivating students' professional ability as the breakthrough point, carefully design teaching plans, construct the knowledge framework of the course International Trade Practice, screen teaching cases and cultivate students' practical ability in actual trade. Project teaching method can make students clearly understand the process of international trade. Project teaching method focuses on the whole teaching as a whole, allowing students to see abstract knowledge through concrete examples, allowing students to think, practice, summarize and summarize by themselves in practice, so that students can apply theoretical knowledge learned in class to solve practical problems. Using project teaching method can make students' perceptual knowledge of theoretical knowledge reach rational knowledge through project practice; The starting point of project teaching method can cultivate students' interest in learning, and cultivate students' ability to solve practical problems by letting them simulate the specific process in international trade.