本文聚焦中等职业学校当前最薄弱的教育环节———与专业对接的创业教育展开研究。在“大众创业、万众创新”的时代背景下, 柯林·博尔在《学会关心: 21世纪的教育圆桌会议报告》中提出的“三本教育护照”理念尤为关键: 学术性护照、职业性护照之外, “创业教育”作为继学术能力、职业能力后的第三种核心能力, 被定义为“第三本教育护照”。西方发达经济体中, 以美国为代表的国家已将创业教育全面融入国民教育体系, 其正规教育从小学、初中、高中, 到本科及研究生阶段, 均系统性覆盖创业教育内容。然而, 我国中等职业学校虽秉持“就业与升学并重”的定位, 却长期忽视创业教育, 尤其是与专业方向紧密结合的创业教育。事实上, 中职院校开设专业对接型创业教育课程, 既是职业教育本质属性的必然要求, 也是新时代发展的客观需要, 更能成为推动中国经济增长与民族复兴的重要动力。本文以某中职IT专业成功开展专业对接型创业教育的实践为案例, 深入探究此类课程开设的价值、面临的困境、可行路径及实操方法, 最终提出: 重视创业教育, 特别是强化专业对接的创业教育, 是提升中等职业学校吸引力的核心路径。

This study focuses on the weakest link in current education at secondary vocational schools—the entrepreneurship education aligned with professional majors. Against the backdrop of “Mass Entrepreneurship and Innovation, ” the concept of “Three Education Passports” proposed by Colin Ball in the report Learning to Care: Education Roundtable for the 21st Century is particularly crucial. Beyond the academic passport and the vocational passport, “entrepreneurship education” serves as the third core competency following academic and vocational abilities is defined as the “Third Education Passport. ” In Western developed economies, countries represented by the United States have fully integrated entrepreneurship education into their national education systems, with formal education systematically covering entrepreneurship content from elementary, junior high, and high school to undergraduate and graduate levels. However, while secondary vocational schools in China uphold the orientation of “placing equal emphasis on employment and further education”, they have long neglected entrepreneurship education—especially the type closely aligned with academic majors. . In fact, offering major-aligned entrepreneurship education courses in secondary vocational institutions is not only an inherent requirement of the essential attributes of vocational education but also an objective necessity for the development of the new era, and it can serve as a significant driving force for promoting China's economic growth and national rejuvenation. Taking the successful practice of major-aligned entrepreneurship education in an IT major of a secondary vocational school as a case study, this paper explores in depth the value, challenges, feasible paths, and practical methods of such courses. It ultimately concludes that valuing entrepreneurship education, and in particular strengthening entrepreneurship education aligned with academic majors, is the core path to enhancing the attractiveness of secondary vocational schools.