A study on the teaching practice path of AI-empowered college students’ OPC entrepreneurship
AI赋能大学生OPC创业的教学实践路径研究

摘要

目的 针对人工智能时代“一人公司”（One Person Company, OPC）创业范式兴起带来的教育挑战，探索如何利用AI工具赋能大学生，构建其“单人成军”的创业能力体系，以弥合传统创业教育与个体创业实践间的“能力鸿沟”。方法 采用案例研究法，依托创新创业课程展开教学实践。选取“纸质档案电子化”（技术型OPC）与“戏剧服饰接单设计”（创意型OPC）两个项目作为典型案例，分析AI工具在各创业阶段的应用效果。结果 案例实践表明，AI工具显著优化了团队协作模式与产出流程，构建了依托人工智能多工具协同替代传统实体团队职能、由单人主导全流程运营的数字化辅助创业协作形态，即“AI虚拟团队”赋能OPC创业的教学模型；学生普遍反馈在项目构思与落地效率上获得了实质性提升（基于课堂记录与访谈总结）；两个项目均成功实现从0到1的业务突破，其中“戏剧服饰”项目完成首单设计与交付，“档案电子化”项目初步验证了技术方案的商业可行性。结论 AI是赋能大学生OPC创业、实现“做中学”目标的关键杠杆。本研究提炼出“工具链嵌入-能力补全-教学转型”三位一体的教学实践路径，为高校开展适应AI时代的复合型独立创业教育提供了可操作的实践框架与理论参考。

Abstract

Objective To address the educational challenges brought about by the rise of the “One Person Company” (OPC) entrepreneurial paradigm in the era of artificial intelligence, this study explores how to leverage AI tools to empower college students and build their “single-person” entrepreneurial capability system, thereby bridging the “capability gap” between traditional entrepreneurship education and individual entrepreneurial practice.
Methods A case study method was adopted, and teaching practice was carried out based on innovation and entrepreneurship courses. Two projects, “Digitization of Paper Archives” (technology-based OPC) and “Theatrical Costume Design” (creative OPC), were selected as typical cases to analyze the application effects of AI tools at various stages of entrepreneurship.
Results Case studies demonstrate that AI tools significantly optimize team collaboration models and output processes, constructing a digitally assisted entrepreneurial collaboration model—the “AI Virtual Team”—that leverages multi-tool collaboration based on AI to replace the functions of traditional physical teams, with a single person leading the entire process. This model empowers OPC entrepreneurship. Students generally reported substantial improvements in project conception and implementation efficiency (based on classroom notes and interview summaries). Both projects successfully achieved a business breakthrough from zero to one, with the “Theatrical Costumes” project completing its first design and delivery, and the “Electronic Archives” project initially validating the commercial feasibility of the technical solution.
Conclusion   AI is a key lever for empowering university students’ OPC entrepreneurship and achieving the goal of “learning by doing.” This study extracts a three-pronged teaching practice path of “toolchain embedding - capability enhancement - teaching transformation,” providing an operable practical framework and theoretical reference for universities to conduct interdisciplinary independent entrepreneurship education adapted to the AI era.