高职学生职业能力评价标准构建  

Construction of Evaluation Standard for Vocational Abilities of Higher Vocational School Students

作　　者：杨晶[1] 许蔚君[1] 

机构地区：[1]广东机电职业技术学院,广东广州510075

出　　处：《职业技术教育》2012年第17期17-19,共3页Vocational and Technical Education

基　　金：广东省高等教育学会课题<高职院校"2+1"校企合作人才培养模式的理论与实践--以会计专业为例>(编号:GDGZ11Y091);主持人:许蔚君;广东省会计学会课题<高职会计专业"2+1"校企合作人才培养模式的研究>(编号:20111080);主持人:许蔚君

摘　　要：作为学校教学管理和学生学习效果的最终评价标准,职业能力评价标准的构建至关重要。借鉴发达国家经验和国内已经有研究基础,将职业能力分为专业能力、方法能力和社会能力,并作为高职学生职业能力评价标准的一级指标。以德尔菲法作为主要研究方法,构建评价标准的二级指标。专业能力下设行业认知能力、对项目流程的理解能力、分析存在问题的能力等六个二级指标;方法能力下设项目或任务协调能力、应急和应变能力等五个二级指标;社会能力下设交流和合作能力、人际沟通能力等五个二级指标。As the final evaluation standard for schools＇ teaching management and students＇ learning performance,the construction of vocational ability evaluation standard is crucial.Referring the experience of developed countries and domestic researches,vocational abilities can be divided into professional ability,method ability and social ability,and all these can be taken as the first-level indicator of vocational abilities evaluation standard for higher vocational school student.Furthermore,the second-level indicator was built by the Delphi method.Professional ability includes 6 second-level indicators,which are industry cognitive ability,understanding ability for project procedure,analyzing ability for existing problems,etc.Method ability contains 5 second-level indicators,which are coordination ability for project or task,emergency and strain capability,etc.Social ability comprised 5 second-level indicators,which are communication and cooperation ability,interpersonal communication ability,etc.

关 键 词：高职生 职业能力 评价标准 德尔菲法 

分 类 号：G718.5[文化科学—职业技术教育学]