基于专业认同感的职业能力构建与应用
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摘要
当前,在一些高校里存在着学生对所学专业认同感低下的问题,这个问题不但阻碍了学生自身职业能力的成长与可持续发展,也成为校企协同育人的绊脚石。针对此类问题福建商学院工业工程技术专业闽台"校企"联合人才培养项目提出了基于专业认同感的职业能力内涵模型,开展基于专业认同感的职业能力本位人才培养模式的改革与创新,以校企双主体渐进式教育提升专业认同感,以"一个中心、二线并进、三制协同"的"123"策略促进职业能力养成,利用模糊综合评价法对闽台"校校企"联合人才培养项目的学生职业能力进行综合评价。
Students' lack of professional identity not only hinders the growth and sustainable development of their professional competence, but also becomes an obstacle to the school-enterprise collaborative education. To solve this problem, the Fujian-Taiwan school-enterprise talent training project of the industrial engineering of Fujian Business University puts forward the connotation model of professional competence based on professional identity to reform and innovate in the training mode of professional competence based on professional identity, to strengthen the students' professional identity by school-enterprise progressive education, to cultivate the students' professional competence through the strategies of "one center, double lines and three systems", and to evaluate the students' professional competence of the project with the fuzzy comprehensive evaluation method.
Students' lack of professional identity not only hinders the growth and sustainable development of their professional competence, but also becomes an obstacle to the school-enterprise collaborative education. To solve this problem, the Fujian-Taiwan school-enterprise talent training project of the industrial engineering of Fujian Business University puts forward the connotation model of professional competence based on professional identity to reform and innovate in the training mode of professional competence based on professional identity, to strengthen the students' professional identity by school-enterprise progressive education, to cultivate the students' professional competence through the strategies of "one center, double lines and three systems", and to evaluate the students' professional competence of the project with the fuzzy comprehensive evaluation method.
引文
[1]中国政府网.国务院关于加快发展现代职业教育的决定[EB/OL].(2014-06-22) [2018-09-30].http://www.gov.cn/zhengce/content/2014-06/22/content_8901.htm.
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[4]赵志群.职业能力研究的新进展[J].职业技术教育,2013(10):5-11.
[5]胡昌建,张伟.高职学生职业能力培养新论[J].职教论坛,2015(26):29-32.
[6]姜运隆.高职学生综合职业能力内涵探析——基于变化着的职业生涯[J].职教论坛,2016(14):26-29.
[7]李海芬,王敬.大学生专业认同现状调查研究[J].教学研究,2014(1):9-12.
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[11]华北水利水电大学.天津大学齐二石教授应邀到我校讲学[EB/OL].(2017-04-06).[2018-09-30].http://www5.ncwu.edu.cn/contents/2766/39694.html.
[2]匡瑛.究竟什么是职业能力——基于比较分析的角度[J].江苏高教,2010(1):131-133.
[3]徐朔,吴霏.职业能力及其培养的有效途径[J].职业技术教育,2012(10):36-39.
[4]赵志群.职业能力研究的新进展[J].职业技术教育,2013(10):5-11.
[5]胡昌建,张伟.高职学生职业能力培养新论[J].职教论坛,2015(26):29-32.
[6]姜运隆.高职学生综合职业能力内涵探析——基于变化着的职业生涯[J].职教论坛,2016(14):26-29.
[7]李海芬,王敬.大学生专业认同现状调查研究[J].教学研究,2014(1):9-12.
[8]齐丙春.我国西部地区高校学生专业认同度的实证研究[D].重庆:重庆大学,2010.
[9]张志乔.高职学生专业认同度与就业满意度关系探讨[J].中国高教研究,2012(6):98-101.
[10]周衍安.不同视角下的高职院校职业能力开发[J].江苏高教,2017(5):95-98.
[11]华北水利水电大学.天津大学齐二石教授应邀到我校讲学[EB/OL].(2017-04-06).[2018-09-30].http://www5.ncwu.edu.cn/contents/2766/39694.html.