Experiential education is key if the authors as scholar-educators are to empower the next generation of students to recognize opportunities, exploit them and succeed in entrepreneurship. Experiences facilitate the bridge between theory and practice; experiencing something serves as the linking process between action and thought. Capitalizing on technological advances of the last two decades, this paper depicts how film can be (and why it should be) incorporated into entrepreneurship classrooms.,The authors analyze the learning literature, broadly defined, to assess and articulate the experiential nature of film. More specifically, this paper establishes a framework for film as an experiential pedagogical approach, offering theoretical connections and best practice recommendations. In doing so, this paper assesses two feature films and provide educators with a guide for their use in the classroom.,This paper establishes a framework for film as an experiential pedagogical approach, offering theoretical connections and best practice recommendations. It concludes with two actionable case examples, broad enough they are deployable in almost any entrepreneurship classroom, assuming English is the primary language.,This paper brings to life a concept some have long assumed is effective, but the literature often neglects: the use of film as an experiential medium. In doing so, two new case examples are developed and available for immediate deployment into classrooms.

中文翻译：

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通过美国电影进行的体验式创业教育：原因和方式

如果作为学者教育者的作者要使下一代学生有能力认识机会，加以利用并在创业中取得成功，那么经验教育是关键。经验促进了理论与实践之间的桥梁；体验是行动与思想之间的联系过程。利用过去二十年的技术进步，本文描述了电影如何（以及为什么应该）纳入企业家精神课堂。作者分析了广泛定义的学习文献，以评估和阐明电影的体验性质。更具体地说，本文建立了一种作为经验教学方法的电影框架，提供了理论联系和最佳实践建议。在这样做，本文评估了两部故事片，并为教育工作者提供了在课堂上使用它们的指南。，本文建立了一种电影的框架，将其作为一种体验式教学方法，提供了理论联系和最佳实践建议。本文以两个可操作的案例示例作为结束语，假设英语是主要语言，它们几乎可以在几乎所有企业家课堂中部署。本文提出了一个长期以来一直被认为有效的概念，但文献经常忽略：电影作为体验媒体。在此过程中，开发了两个新的案例示例，可立即将其部署到教室中。提供理论联系和最佳实践建议。本文以两个可操作的案例示例作为结束语，假设英语是主要语言，它们几乎可以在几乎所有企业家课堂中部署。本文提出了一个长期以来一直被认为有效的概念，但文献经常忽略：电影作为体验媒介。在此过程中，开发了两个新的案例示例，可立即将其部署到教室中。提供理论联系和最佳实践建议。本文以两个可操作的案例示例作为结束语，假设英语是主要语言，它们几乎可以在几乎所有创业课堂中部署。本文提出了一个长期以来一直被认为有效的概念，但文献经常忽略：电影作为体验媒介。在此过程中，开发了两个新的案例示例，可立即将其部署到教室中。