基于COMET职业评价模型的工学结合课程职业能力内涵及评价探索  

Exploring the Connotation and Evaluation of Vocational Competence in Work-Learning Combined Courses Based on COMET Vocational Evaluation Model

作　　者：江荧[1] 朱强[1] 葛阿萍 陈杰[1] JIANG Ying;ZHU Qiang;GE A-ping;CHEN Jie(Dep.of Intelligent Manufacturing,Wuhu Institute of Technology,Wuhu 241006,China)

机构地区：[1]芜湖职业技术学院智能制造学院,安徽芜湖241006

出　　处：《南方职业教育学刊》2024年第1期42-49,共8页Journal of Southern Vocational Education

基　　金：安徽省高校学科(专业)拔尖人才资助项目(gxbjZD2021108);芜湖职业技术学院校级质量工程项目(2023jpkc03)。

摘　　要：为实现“培养什么人,怎样培养人,为谁培养人”的教育价值回归,积极推进职业教育的“提质培优”建设,分析培养对象作为“学习者、社会人、职业人、岗位者、筑梦人”五类属性的职业能力要求。基于COMET职业评价模型建立基于职业能力发展逻辑顺序的工学结合学习领域课程体系,以及专业能力加关键能力的项目任务型课程与课程职业能力评价规范性操作文件并例证。构建工学结合课程职业能力培养与评价体系,为高职课程教学质量提升提供了新参考。It is important to realise the return of the educational value of"what kind of people to cultivate,how to cultivate people,and for whom to cultivate people",and to actively promote the construction of"improving quality and excellence"in vocational education.The article analyses the vocational ability requirements of students as"learners,social workers,professionals,job holders and dream builders".Based on the COMET vocational evaluation model,it establishes a learning area curriculum system based on the logical sequence of vocational ability development.Project task-based curriculum of professional competence plus key competence and normative operational documents for evaluation of curricular vocational competence are exemplified.The constructed vocational ability development and evaluation system provides a new reference for the improvement of teaching quality of higher vocational courses.

关 键 词：COMET 职业能力 关键能力 人才属性 工学结合 

分 类 号：G712[文化科学—职业技术教育学]