A Study on Project-Based Teaching Reform of University Lacquer Art Courses under the Orientation of Innovation and Entrepreneurship

Abstract

This study focuses on the teaching reform of lacquer art courses in local universities against the backdrop of innovation and entrepreneurship education. By systematically analyzing the current operation of lacquer art courses and the College Students’ Innovation and Entrepreneurship Training Program, it constructs a four-dimensional curriculum objective framework of “cultural foundation–technical competence–project awareness–innovation and entrepreneurship capability,” and designs an innovative spiral learning pathway consisting of in-class incubation, extracurricular training, and competition-based validation. The study integrates multi-dimensional strategies in task design, regulation of teaching rhythm, diversified assessment, and university–local cooperation to promote systematic transformation of course teaching. Drawing on two typical national-level innovation and entrepreneurship projects as cases, it presents the dynamic trajectory from project generation and curricular support to implementation and students’ competence development. Empirical results indicate that the innovation- and entrepreneurship-oriented project-based teaching model significantly enhances students’ cultural understanding, craft integration skills, problem-solving awareness, and team collaboration, and effectively facilitates the transformation of classroom work into high-level innovation and entrepreneurship projects and market-oriented cultural and creative products. This study provides a replicable and scalable practical pathway and theoretical reference for local universities to further integrate traditional craft courses with innovation and entrepreneurship education.