Abstract: The reform of teaching is deeply rooted in the curriculum, and the innovation and entrepreneurship education curriculum is the basic unit for universities to cultivate high-quality talents with innovative awareness and entrepreneurial ability, serving economic and social development. Benchmarking the“Golden Course”standard, introducing the“Curriculum Level Student Input Survey Questionnaire”(CLASSE) for evaluating the teaching effectiveness of innovation and entrepreneurship education courses, attempting to answer the shortcomings of the teaching effectiveness of innovation and entrepreneurship curriculum in benchmarking the concept of“student-centered, output oriented, and continuous improvement”, and where to improve from. The scale passed the reliability test, and the confirmatory factor analysis results showed good aggregation validity, internal consistency in the construction concept, and good discriminant validity. The evaluation results show that among the four dimensional indicators of student investment in the innovation and entrepreneurship curriculum, from low to high, they are teacher-student cooperation and interaction, active cooperative learning, curriculum challenges, and process evaluation. The items with lower scores are guiding other students in the course, asking questions in class/class, and giving classroom presentations. The“student-centered”approach has not yet been formed, and the teaching philosophy and mode of innovation and entrepreneurship courses need to be continuously reformed. Based on this, following the“student-centered”approach and positioning the innovation and entrepreneurship curriculum goals, the construction requirements, content structure, and improvement path of the innovation and entrepreneurship education curriculum system are proposed.

Key words: “Student-centered approach”, Innovation and entrepreneurship curriculum, CLASSE scale, Curriculum quality evaluation, Evaluation, Factor analysis