基于POA视域的职业本科英语非智力因素培养路径研究  

Research on the Cultivation Path of Non-Intellectual Factors in Vocational Undergraduate English Based on POA

作　　者：崔杰[1] 唐丁红 齐东武 Cui Jie;Tang Dinghong;Qi Dongwu(Suzhou Vocational and Technical College,Suzhou,Anhui 234101,China;School of Foreign Studies,Anhui Jianzhu University,Hefei,Anhui 230009,China;School of Foreign Languages,Huainan Normal University,Huainan,Anhui 232038,China)

机构地区：[1]宿州职业技术学院,安徽宿州234101 [2]安徽建筑大学外国语学院,安徽合肥230009 [3]淮南师范学院外国语学院,安徽淮南232038

出　　处：《黑龙江工业学院学报(综合版)》2025年第2期21-25,共5页Journal of Heilongjiang University of Technology(Comprehensive Edition)

基　　金：2023年安徽省质量工程立项一般教学研究项目“‘以赛促学,以赛促教’理念下高职英语教学模式实践与研究”(项目编号:2023jyxm1608);宿州职业技术学院校级质量工程教学创新团队(项目编号:szy2023jxtd001)。

摘　　要：以300名英语专业学生为研究对象,通过问卷调查、访谈、案例分析,提取出跨文化理解力、沟通协作能力、职业责任心等影响培养职业本科英语专业学生职业英语应用的关键非智力因素。研究发现,POA理论为非智力培养提供了目标导向和实施路径:教学目标要体现职业导向,教学内容要聚焦职场语料,教学方法要采用任务型、体验式活动,课堂组织要遵循“驱动-促成-评价”的流程。在实证分析基础上,构建了POA视角下的非智力培养模型,并提出优化课程、创新模式、加强实践、完善评价等建议。This study explores the paths to cultivate key non-intellectual factors in vocational English application for English majors based on the POA theory.Through questionnaires,interviews and case studies of 300 English majors,factors such as cross-cultural understanding,communication and collaboration skills,and professional responsibility are identified.The POA theory is found to guide the cultivation by setting vocation-oriented objectives implentation path,using workplace language,adopting task-based and experiential activities,and following the"drive-enable-evaluate"process of classroom organization.On the basis of empirical analysis,this paper constructs a non-intellectual training model from the perspective of POA,and puts forward suggestions such as optimizing the curriculum,innovating the model,strengthening the practice,and improving the evaluation.

关 键 词：职业英语 非智力因素 POA理论 跨文化理解力 沟通协作能力 职业责任心 

分 类 号：G642[文化科学—高等教育学]