For industrial structure upgrading and modern service industry developing, China will need a large number of high-quality talents to contribute to new industrialization. China's higher education is important for cultivating high-quality, multi-skilled and well-trained talents. "What Knowledge is of most Worth?" that raised by Herbert Spencer is one of the most typical questions for education. After investigation, this study researches 2 questions based on China's huge demand of well-trained, high-skilled, and application-oriented talents under current economic development: 1) "What Knowledge is of most Worth?" Practical Scientific Knowledge. 2) The guidance on the education practice. The essay demonstrates the challenges and provides constructive suggestions including reform education curriculum, strengthen faculty and enhance university-enterprise cooperation which is multi-win for undergraduates, universities and enterprises. Based on the university-enterprise cooperation practice with company M, the experiences are summarized and the research results can be popularized.

Background Six Sigma has been applied in manufacturing, service, medical and higher education for more than 20 years. Six Sigma is a structured continuous improvement method based on quantitative data analysis to meet the final needs of users. For schools, the core customers are students. Backward students are a special group of students. Whether they can improve their learning psychological satisfaction is not only the concern of students in the learning process, but also the concern of teachers in the teaching process, but also the key link of school education improvement. However, it is still necessary to further evaluate the implementation effect of Six Sigma in schools and deepen the application of Six Sigma in practice. Subjects and Methods This study takes m school in Tianjin as an example. Based on the psychological learning satisfaction model of backward students, six sigma DMAIC method is used to improve the satisfaction of backward students. Firstly, the classical satisfaction model is selected as the basic reference. According to the characteristics of backward students and group characteristics, the psychological learning satisfaction model of backward students is constructed. SPSS22. 0 is used to test the reliability and validity of the questionnaire, amos17. 0 is used for data analysis and model fitting. At the same time, the study used (DASS-21) to conduct a questionnaire survey on the sample. The table was compiled by Ji Jiajun and Lu Jiamei (Ji Jiajun, 2010). It has 25 questions and is divided into six dimensions, including emotional perception, emotional evaluation, emotional regulation self-efficacy, effective application of emotional strategies, emotional control and emotional regulation reflection. It is presented in the way of self-report of the respondents. For each question, from the six options, please choose one that is in line with your actual situation. From completely inconsistent to fully consistent with the six options, score 1, 2, 3, 4, 5 and 6 respectively. Teachers with high scores have strong emotional regulation ability. On the six dimensions of this questionnaire α The coefficient is tested to obtain the results of each sub dimension α The coefficients were 0.726, 0.668, 0.831, 0.772, 0.637 and 0.629 respectively α The coefficient is 0.881 The purpose of curriculum improvement is to find out the key improvement factors to improve the psychological learning satisfaction of backward students. Results This study enriched the practice of Six Sigma DMAIC method in school backward students, and found the key factors to improve the psychological learning satisfaction of backward students through DMAIC method. In the whole process of DMAIC improvement, we found that based on the psychological learning satisfaction model of underachievers, the expectation of underachievers has a greater impact on psychological learning satisfaction. Perceived quality affects psychological learning satisfaction. Self efficacy not only directly and significantly affects the psychological learning satisfaction of backward students, but also indirectly affects the psychological learning satisfaction of backward students through the intermediary effect of expectation and perceived quality. This study also confirmed the positive effects of perceived quality, expectation and self-efficacy on psychological learning satisfaction. Provide relevant data support for teachers and school administrators to help them better implement DMAIC method. The study also found that there was a negative correlation between learning anxiety and achievement. Similarly, there is a significant negative correlation between anxiety and self-efficacy. State anxiety, trait anxiety and learning anxiety are all positively correlated. The “anxiety” component of personality characteristics plays a great role in the generation of anxiety. The correlation coefficient between LCAS and trait anxiety was 0.408, while the correlation coefficient between LCAS and state anxiety was 0.395. Both reached a significant level (P < 0.01). There was a positive correlation between self-efficacy and achievement. Research shows that anxiety, gender and self-efficacy can be used as comprehensive variables to measure academic achievement. Conclusion Taking the psychological learning satisfaction of underachievers as the research result, this study puts forward the transformation strategies to help underachievers improve their psychological learning satisfaction. DMAIC method is suitable for improving the psychological learning satisfaction of backward students from two aspects: the process of educational service and the learning effect of training objects. This paper extends the DMAIC method to schools, confirms the role of DMAIC method in improving the psychological learning satisfaction of backward students, is conducive to the improvement of teachers' teaching process, and provides a new perspective for other schools to improve the psychological learning satisfaction of backward students.