基于4C/ID理论的“国际货运代理”综合学习任务设计  

Complex Learning Task Design of International Freight Forwarder Based on 4C/ID

作　　者：彭庆[1] PENG Qing(Hunan Vocational College of Commerce,Changsha 410205,China)

机构地区：[1]湖南商务职业技术学院,湖南长沙410205

出　　处：《工业技术与职业教育》2024年第4期53-59,共7页Industrial Technology and Vocational Education

摘　　要：国际货运代理业务是一项多环节、涉及知识面广,跨界融合外贸、物流、关检、法律、信息技术等相关知识的复杂技能。高等职业教育重在培养具备综合能力的高素质技术型应用人才,这就要求教师从实现综合学习的基石—学习任务设计开始就要着力关注学生综合能力的培养。学习任务的设计既要对接企业工作岗位对从业者掌握复杂技能的综合能力要求,又要符合学生的学习规律和认知规律,便于学生对复杂技能的消化和吸收,帮助学生在任务操练的过程中建立起对国际货运代理业务的全局观。这种学习任务设计将有助于学生构建综合性的知识库,有助于学生提高处理国际货运代理真实工作任务的综合能力,有助于学生在国际货运代理行业转型升级中快速实现知识与技能的迁移和迭代。International freight forwarding business is a multi-link,involving a wide range of knowledge,cross-border integration of foreign trade,logistics,customs inspection,law,information technology and other related knowledge of complex skills.Higher vocational education focuses on cultivating high-quality technical and technical talents with comprehensive ability,which requires teachers to focus on the cultivation of students'comprehensive ability from the cornerstone of realizing comprehensive learning-learning task design.The design of learning tasks should not only meet the comprehensive ability requirements of practitioners to solve complex skills,but also conform to the learning rules and cognitive rules of students,so as to facilitate students'digestion and absorption of complex skills,and help students establish an overall view of international freight forwarding business in the process of task training.This kind of learning task design will help students build a comprehensive knowledgebase,improve the comprehensive ability to deal with the real work tasks of international freight forwarders,and quickly realize the transfer and iteration of knowledge and skills in the transformation and upgrading of international freight forwarders.

关 键 词：学习任务 综合能力 4C/ID 

分 类 号：G712[文化科学—职业技术教育学]