Ping Lin

With the in-depth advancement of higher education reform, its core goal becomes to cultivate compound talents with innovative thinking, entrepreneurial ability and professional quality. As a key pathway to achieving this goal, the deep integration of professional education and innovation and entrepreneurship education requires to be implemented based on an efficient teaching model. The traditional teaching model mainly focuses on knowledge impartation, and has some problems, such as the divorce between theory and practice, inadequate initiative of students, and weak cultivation of innovation ability, making it difficult to meet the education demand of the deep integration of professional education and innovation and entrepreneurship education. Project-based learning (PBL) takes projects as carrier, problems as orientation, and emphasizes practical exploration and collaborative innovation. With its these advantages, PBL has become an important bond between professional education and innovation and entrepreneurship education. This paper aims to reconstruct the theoretical connotation of PBL from the perspective of the integration of professional education and innovation and entrepreneurship education, analyze its application status quo and bottlenecks in practice, explore the key factors affecting the application effect, and construct a PBL practice model that meets the needs of integration of professional education and innovation and entrepreneurship education to provide theoretical reference for colleges and universities to optimize teaching models and improve the quality of talent cultivation and provide decision-making basis for the education administrative departments to make relevant teaching reform policies and improve the education system.

Integration of Professional Education and Innovation and Entrepreneurship Education (IPEIEE), Project-Based Learning (PBL), Theory Reconstruction, Practice Model, Talent Cultivation, Teaching Reform

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