综合职业能力本位的残疾人高等职业教育课程建设  

Curriculum Development of Higher Vocational Education for Persons with Disabilities Based on Comprehensive Vocational Competency

作　　者：申仁洪[1] 黄格敏 SHEN Renhong;HUANG Gemin(Chongqing Key Research Institute for Curriculum and Instruction,Chongqing Institute of Vocational Education,Chongqing Normal University,Chongqing,401331;School of Education Science,Chongqing Normal University,Chongqing,401331)

机构地区：[1]重庆师范大学重庆市课程与教学基地重庆职业技术师范学院,重庆401331 [2]重庆师范大学教育科学学院,重庆401331

出　　处：《中国特殊教育》2023年第3期3-10,共8页Chinese Journal of Special Education

基　　金：2020年国家社会科学基金项目“中国残障人士职业教育与支持性就业保障机制研究”(项目批准号:20BSH034)的阶段性成果。

摘　　要：面对职业情境的日益复杂化,当前残疾人高等职业教育课程目标的模糊性与单向度、课程内容的碎片化与知识性、课程实施的教授化与封闭性、课程评价的静态化与主观性、课程资源的单一化与割裂性,导致了基于缺陷而非能力、基于学科体系而非工作过程、基于专业能力而非综合职业能力的课程开发困境。综合职业能力作为一个融合职业能力、职业素养和康复适应的残疾人人力资源开发系统,为破解现阶段残疾人高等职业教育课程的现实困境提供创新路径。借鉴COMET能力模型,在探索残疾人综合职业能力结构的基础上,重构残疾人高等职业教育的课程建设内涵:综合职业能力本位的课程目标定位、基于能力发展阶段的阶梯性课程内容架构、行动过程与工作流程取向的课程教学实施、能力表现与增值发展取向的课程评价范式、系统生态与学习支持取向的资源支持体系。With the increasing complexity of career situation,the development of higher vocational education curriculum has been in dilemma based on deficiency rather than competency,discipline system rather than work process and professional competence rather than comprehensive vocational competence.The reasons can be explained as follows:the ambiguity and unidirectionality of the current curriculum objectives,the fragmentation and knowledge of course content,the professorialization and closedness of implementation,the static and subjective nature of course evaluation,the singularity and fragmentation of curriculum resources.As a human resource development system integrating vocational ability,professional quality and rehabilitation adaptation for the persons with disabilities,comprehensive vocational competency provides a new way to solve the practical dilemma of vocational education curriculum for them.Based on the COMET competency model,this study reconstructs the curriculum construction connotation of higher vocational education for persons with disabilities on the basis of exploring the comprehensive vocational competency structure of persons with disabilities:comprehensive vocational competency-based curriculum goal orientation,ladder-based curriculum content structure based on competency development stages,action process and workflow-oriented curriculum teaching implementation,competency performance and value-added development-oriented curriculum evaluation paradigm,and system ecology and learning support-oriented resource support system.

关 键 词：综合职业能力 COMET能力模型 残疾人高等职业教育课程 

分 类 号：G760[文化科学—特殊教育学]