Research on the Teaching Mode of Digital Innovation and Entrepreneurship Education Based on PBL

With the rapid development of big data, cloud computing, AI (Artificial Intelligence), 3D printing, VR/AR and other digital technologies, “Internet+” has expanded to all walks of life, and people's lifestyles have begun to shift to digitalization, and education, as an important part of the social organization, is also integrating digital technologies to improve the quality of education and accelerate the sharing of educational resources. Education, as an important part of social organization, is also integrating digital technology to improve the quality of education and accelerate the sharing of educational resources, playing an important role in the construction of “Digital China”. According to the model of individual development in the social-ecological system theory proposed by the famous psychologist Bronfenbrenner, it is emphasized that the development of the individual is nested in a series of environmental systems that interact with each other, the system interacts with the individual and influences the development of the individual, and the consistency of the school and the family in the second environmental level of the intermediary system for the education of the individual,and so on. Therefore, how to integrate digital technology and innovation and entrepreneurship education in colleges and universities and promote each other has become the focus and difficulty of constructing innovation and entrepreneurship education ecosystem in colleges and universities. The rise of modern digital technology has pushed the teaching mode of colleges and universities to change from traditional teaching mode to digital teaching mode, deriving new teaching modes of precision, scenario, collaboration and hybridization. The digital business scene mode is necessary for the development of the times, which is also precisely what is lacking in the traditional entrepreneurship education mode in colleges and universities. The traditional entrepreneurship education model lacks the content to solve the digital management problem, and it is urgent to build a professional practice teaching platform that integrates theory and industry with the existing digital technology and visual data analysis tools. The development of innovation and entrepreneurship education needs to be combined with the existing digital technology to make positive changes, so that it can “empower youth innovation and development with the power of digital technology”. At this stage, innovation and entrepreneurship education in China's colleges and universities is an important part of the educational work of colleges and universities, and innovation and entrepreneurship education has been put forward for more than 20 years, scholars have carried out research from different disciplinary perspectives, which has been very fruitful. Among them, the introduction of PBL teaching mode provides an effective guarantee for the teaching means of innovation and entrepreneurship education, and the PBL teaching mode, which aims to cultivate students' ability to discover, analyze and solve problems, coincides with the educational objectives of innovation and entrepreneurship education and professional courses. How to use PBL teaching mode to integrate the concept of innovation and entrepreneurship education into the teaching of professional courses is worthy of in-depth research and discussion. PBL (Project based learning) project teaching mode was first proposed by Barrows, a professor of psychiatry in the United States, in the 1960s, and it was firstly a practical and richer teaching method in the field of medical education. Due to the problem of disconnection between theory and practice in the medical field, in order to better enable theory to guide practice and help more scholars to gain experience in project operation, the project-based teaching method of creating an effective context is proposed, which seeks to solve the problem of insufficient practical ability of many scholars. The traditional teaching mode emphasizes the independence and completeness of each discipline, and pays more attention to the theories established by the predecessors and their methods of teaching, but often ignores the relevance of each discipline and the curriculum system; while the PBL teaching mode is characterized by the promotion of the theory and knowledge of the relevant disciplines, and the problem-oriented drive of the students to actively think, the students in the real situation on the drive to explore the problem, and to play a cross-disciplinary, inter-disciplinary and inter-professional characteristics to develop problem-solving skills. In the field of education and teaching, scholars have focused on the integration of PBL and traditional teaching, and developed a series of PBL teaching models for a certain course or practical activities. This study focuses on focusing on the digital teaching model based on PBL in innovation and entrepreneurship education project teaching by guiding students to select a meaningful project and complete the project plan in a teamwork way, the core of which is project-driven, and the design further embodies the constructivist “do-it-yourself learning” and the idea of blended learning, and the implementation of the project is always through the “problem-driven-problem-solving-results communication” as a main line of thought. The design further embodies the constructivist idea of “learning by doing” and blended learning, and in the implementation of the project, the idea of “problem-driven-problem-solving-results exchange” is always running through the main line of thought. This paper applies the PBL teaching mode to the teaching of digital innovation and entrepreneurship education, and explores the feasibility and teaching value of PBL teaching in the teaching mode of digital innovation and entrepreneurship education through a questionnaire survey, so as to provide reference for the curriculum reform of innovation and entrepreneurship education.