Vocational education course development method based on vocational ability standard

Abstract

The invention discloses a vocational education course development method based on vocational ability standard. The vocational education course development method comprises a data acquisition module, a course reconstruction module, a task setting module and a detection module. The development method comprises the following steps: forming a complete vocational ability total map, and extracting the complete vocational ability total map engaged in the vocational ability; curriculums are reconstructed, and project curriculums required for reaching occupational posts are set; determining a project course content structure, determining a project course task framework and compiling complete task content; detecting learning quality; and a student learning achievement portrait is presented in a visual mode. According to the method, a project case package course associated with a post total knowledge graph in a closed loop is built based on national occupational skill standards. By means of an informatization platform, data of the whole learning process of the students can be visually presented in real time and can be compared with data of the vocational ability total atlas, the students can immediately understand the current stage, and the learning initiative of the students can be better stimulated.

Description

Technical Field

[0001] The invention belongs to the technical field of curriculum development, and in particular is a vocational education curriculum development method based on vocational competence. Background Art

[0002] With the continuous development of vocational education, online and offline hybrid teaching is a mainstream teaching method. Online learning is mainly through teaching video recording and lecturer online live broadcast, while offline learning is basically the teacher imparting knowledge to students in the form of PPT.

[0003] In the prior art, for example, the technical solution described in the patent with publication number CN118967396: a vocational education curriculum development method and system thereof, which obtains the time series data of the teacher evaluation value, project experience, course completion and skill level of students in a set historical time period. Then, the above data is predicted and the prediction results are stored in the course activities. Subsequently, the course activities are synchronized to the course activity space to generate the course requirements to be assigned. Next, the corresponding course resources are established, and these resources and the course requirements to be assigned are input into the adaptive evaluation network to obtain the matching evaluation results.

[0004] In the existing technology, most of the course construction usually records the lecturer's lecture process and makes it into a video, or broadcasts it live through live broadcast technology, and then supplements it with teaching materials as the content for students to learn. Since students in vocational schools generally have poor learning initiative, it is difficult to supervise. In addition, the course content is basically based on the teaching of knowledge, and has no direct connection with specific occupational standards. The teaching content is seriously out of touch with occupational standards, and the learning effect is difficult to guarantee. Summary of the invention

[0005] The purpose of the present invention is to provide a vocational education curriculum development method based on professional competence, so as to solve the problem that in the prior art proposed in the background technology, vocational education mainly focuses on cultivating students' comprehensive professional competence to engage in a certain profession, and the rapid development of society has led to an accelerated speed of professional technology upgrade and iteration. When the content of a professional course changes, with the existing production method, all the content needs to be re-produced, which is time-consuming and labor-intensive.

[0006] In order to solve the above technical problems, the technical solution adopted by the present invention is:

[0007] A vocational education curriculum development method based on professional competence includes a data collection module, a curriculum reconstruction module, a task setting module and a detection module; the development method includes the following steps:

[0008] Step S1, forming a complete overall map of professional ability: obtaining national professional skill standards through a data collection module, and extracting a complete overall map of professional ability for the profession;

[0009] Step S2, reconstructing the course and determining the complete training method for the position: the course reconstruction module reconstructs the project courses required to achieve the professional position according to the complete overall map of professional capabilities obtained in step S1;

[0010] Step S3, determining the project course tasks: the task setting module sets specific project course tasks according to the project courses obtained in step S2, including determining the project course content structure, determining the project course task framework, and writing the complete task content, and associating it with the complete overall professional ability map obtained in step S1;

[0011] Step S4, detecting the learning quality; setting the assessment proportion of knowledge, ability and quality in the project course in the overall professional ability map in the detection module, calculating the student's task completion score through the student's task completion situation, the teacher's evaluation score and the corresponding assessment proportion;

[0012] Step S5, presenting the student's learning achievement portrait in a visual manner: comprehensively assessing the student's corresponding knowledge, ability and quality based on the student's completed task scores.

[0013] According to the above technical solution, in step S1, the overall map of professional capabilities includes the overall map of capabilities that the position should possess, the overall map of knowledge that the position should learn, and the overall map of qualities that the position should cultivate.

[0014] According to the above technical solution, the position should have a total capability map including 4 levels, among which the first level is the capability field, the second level is the capability module, the third level is the capability indicator, and the fourth level is the capability indicator detailed indicator point.

[0015] According to the above technical solution, the overall map of knowledge that should be learned for a position includes three levels, among which the first level is the knowledge field, the second level is the knowledge indicator, and the third level is the detailed knowledge points of the knowledge indicator.

[0016] According to the above technical plan, the overall quality spectrum that a position should cultivate includes three levels, among which the first level is the quality field, the second level is the quality indicators, and the third level is the detailed quality points of the quality indicators.

[0017] According to the above technical solution, in step S2, the course reconstruction module sets the project courses required to achieve the professional position by: constructing the project courses by using project case packages plus projects, and finally forming a complete training course map for the professional position.

[0018] According to the above technical solution, in step S3, the project course content structure is determined in the task setting module as follows:

[0019] Step S3011, determining the project course content framework based on the course map obtained by the course reconstruction module in step S2;

[0020] Step S3012, determining the names of the roles involved in the project course;

[0021] The specific task framework of the project course is determined as follows:

[0022] Step S3021, determining the learning tasks under each framework, where the learning tasks include main tasks, secondary tasks, and challenge tasks;

[0023] Step 3022, determining the task type, which includes a single-soldier task, a multi-person task, and a team task;

[0024] Step S3023, determining the task level and the roles involved in the task;

[0025] Step S3024, associating the overall graph of professional capabilities;

[0026] The complete task content is as follows:

[0027] Step S3031, writing the task content, clarifying the task objectives and achievement conditions in the task content; setting different levels for the achievement conditions, and different levels corresponding to different scores;

[0028] Step S3032, compile relevant content provided to the teacher; including setting the teacher's assessment conditions and scoring criteria for the task;

[0029] Step S3033, compiling learning content provided to students, including video content, document content, and network resources;

[0030] Step S3034, compile a reference work order for students to complete the task;

[0031] Step S3035, write the homework and exercises corresponding to the project course to form a complete course content.

[0032] According to the above technical solution, in step S4, when the detection module detects the learning quality, the assessment adopts a multi-dimensional evaluation, including weekly tests and monthly tests. Ultimately, the student's corresponding knowledge, ability, quality and MBL level are comprehensively assessed based on the student's task completion scores, weekly test scores, monthly test scores, homework, and exam scores.

[0033] According to the above technical solution, based on the comprehensive assessment of students' corresponding knowledge, ability, quality and MBL level data, various portraits of students are presented in a multi-dimensional visual manner in the form of a data curtain wall, forming a closed loop with the overall map of professional ability.

[0034] Compared with the prior art, the present invention has the following beneficial effects:

[0035] The development method in the present invention is based on the national occupational skill standards, combined with the actual typical work tasks of occupational positions / jobs, to refine and disassemble the typical occupational work capabilities of the positions, and form a complete knowledge, ability, and quality knowledge map for the occupational position / job; with real industrial projects as the carrier, based on the actual production process, the course content construction is completed, and all tasks are truly associated with occupational position capability standards. Based on the scores of students completing tasks, weekly test scores, monthly test scores, homework, exams, etc., the corresponding knowledge, ability, quality and MBL level data of the students are comprehensively assessed. It can present various data portraits of students in the learning process in real time in the form of multi-dimensional visual data, and can be compared with the data of the total map of occupational capabilities, so that students can immediately understand their current stage, which can better stimulate students' initiative in learning, thereby enhancing the teaching effect. BRIEF DESCRIPTION OF THE DRAWINGS

[0036] Figure 1 A specific flow chart of the course development method of the present invention;

[0037] Figure 2 A complete overall map of professional capabilities is formed for the present invention;

[0038] Figure 3 It is a general map of the relationship between the course tasks and professional abilities of the project of the present invention. DETAILED DESCRIPTION

[0039] The following will be combined with the drawings in the embodiments of the present invention to clearly and completely describe the technical solutions in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0040] Embodiment 1

[0041] like Figure 1 As shown, a vocational education curriculum development method based on professional competence includes a data collection module, a curriculum reconstruction module, a task setting module and a detection module; the characteristic is that the development method includes the following steps:

[0042] Step S1, forming a complete overall map of professional ability: obtaining national professional skill standards through a data collection module, and extracting a complete overall map of professional ability for the profession;

[0043] Step S2, reconstructing the course and determining the complete training method for the position: the course reconstruction module reconstructs the project courses required to achieve the professional position according to the complete overall map of professional capabilities obtained in step S1;

[0044] Step S3, determining the project course tasks: the task setting module sets specific project course tasks according to the project courses obtained in step S2, including determining the project course content structure, determining the project course task framework, and writing the complete task content, and associating it with the complete overall professional ability map obtained in step S1;

[0045] Step S4, detecting the learning quality; setting the assessment proportion of knowledge, ability and quality in the project course in the overall professional ability map in the detection module, calculating the student's task completion score through the student's task completion situation, the teacher's evaluation score and the corresponding assessment proportion;

[0046] Step S5, presenting the student's learning achievement portrait in a visual manner: comprehensively assessing the student's corresponding knowledge, ability and quality based on the student's completed task scores.

[0047] The method in this invention is based on the national occupational skill standards, combined with the actual typical work tasks of occupational positions / jobs, to refine and disassemble the typical occupational work capabilities of the positions, and form a complete knowledge, ability, and quality knowledge map for engaging in the occupational position / job. With real industrial projects as the carrier and based on the actual production process, the course content construction is completed. And all tasks are truly associated with occupational position capability standards.

[0048] With the help of the information platform, the data of the entire learning process of students can be visualized in real time. Based on the scores of students' completed tasks, weekly test scores, monthly test scores, homework, exam scores, etc., the corresponding knowledge, ability, quality and MBL level data of students can be comprehensively evaluated. It can present various data portraits of students in the learning process in real time in the form of multi-dimensional visual data, and can be compared with the data of the overall map of professional ability, so that students can immediately understand their current stage, which can better stimulate students' initiative in learning and enhance the teaching effect.

[0049] Embodiment 2

[0050] This embodiment provides a specific implementation method.

[0051] The present invention is based on the national occupational skill standards, combined with the actual typical work tasks of occupational positions / jobs, to extract the complete overall map of occupational abilities for the occupational positions / jobs (i.e., the overall map of abilities that the position should have, the overall map of knowledge that the position should learn, and the overall map of qualities that the position should cultivate). According to the complete overall map of occupational abilities of the occupational positions / jobs, a project case course system required to achieve the complete overall map of occupational abilities of the occupational positions / jobs is constructed, and corresponds to the level of the occupational positions / jobs. Then, relying on real projects as carriers, the task content design of each project course is carried out to realize the real correlation and correspondence between the knowledge, abilities, and qualities of the tasks and the complete overall map of occupational abilities of the occupational positions / jobs. A true integration of the job standards from the real industry end and the training content from the education end is realized.

[0052] The specific steps include:

[0053] Step 1: Form a complete overall picture of professional capabilities:

[0054] like Figure 2 As shown, based on the national occupational skill standards and combined with the actual typical work tasks of occupational positions / jobs, we will eventually extract a complete spectrum of occupational capabilities for those engaged in such occupational positions and / or jobs (i.e., a spectrum of capabilities that the position should possess, a spectrum of knowledge that should be learned, and a spectrum of qualities that should be cultivated in the position), and complete the correspondence with each level of the national occupational skill standards.

[0055] Among them, 1) the overall spectrum of capabilities that a position should possess is broken down into 4 levels in detail. The first level is the capability field, the second level is the capability module, the third level is the capability indicator, and the fourth level is the detailed indicator point of the capability indicator, which is described using the "verb + noun" method.

[0056] Competence area: Competence area is a macro-division of the various competencies required for this occupational position. It covers a series of interrelated competencies that work together to support the effective operation of individuals in the business area of ​​this occupational position.

[0057] Competency module: A competency module is a component of a competency field and is a further subdivision of a competency field. It focuses on a specific function or activity scope in a competency field, integrates related competency elements together, and forms a relatively independent competency set with a clear theme.

[0058] Competency Indicator: Competency indicator is a specific standard used to measure and evaluate competency modules. It is a quantifiable or descriptive characteristic that can clearly indicate the level or degree achieved by an individual in a certain competency module.

[0059] Capability index refinement indicator points: Capability index refinement indicator points are further decomposition and refinement of capability indicators, and are specific elements that constitute capability indicators. It digs deeper into the connotation of capability indicators and splits a relatively comprehensive capability indicator into multiple specific and operational observation points or measurement points.

[0060] 2) The overall knowledge map of the job is broken down into three levels: the first level is the knowledge domain, the second level is the knowledge indicator, and the third level is the knowledge indicator detailed knowledge points. The knowledge indicators and knowledge detailed knowledge points are described using methods such as "know, understand, and master".

[0061] Knowledge domain: Knowledge domain is a large category for classifying the knowledge that should be learned in this occupation. It is a broad knowledge collection that integrates many interrelated knowledge contents according to factors such as the subject, discipline or purpose of knowledge. These knowledge collections can help people systematically understand and study the content of a specific direction.

[0062] Knowledge indicators: Knowledge indicators are a further subdivision of knowledge fields and are a standard for measuring the degree of knowledge a person possesses in a certain field of knowledge. It is a characteristic that can be quantified or evaluated in some way, and is used to judge the level of knowledge mastery, application ability, and other aspects.

[0063] Knowledge indicators are divided into knowledge points: Knowledge indicators are divided into knowledge points, which are the further decomposition of knowledge indicators. They are the most basic units that constitute knowledge indicators and are more specific and detailed knowledge content. These knowledge points elaborate on the various aspects of knowledge indicators, which helps to understand and evaluate the mastery of knowledge more comprehensively and deeply.

[0064] 3) The overall quality map of the position should be broken down into three levels in detail. The first level is the quality field, the second level is the quality indicators, and the third level is the quality points of the quality indicators. The quality indicators and the quality points of the quality indicators are described using the "verb + noun" method.

[0065] Competence area: Competence area refers to the comprehensive scope of various qualities that practitioners need to possess in a specific professional environment. Various qualities are intertwined and together shape a person's behavior and work results in professional activities.

[0066] Quality indicators: Quality indicators are standards used to measure and evaluate the specific quality level of an individual in a certain field of professional quality. It converts relatively abstract content in the field of professional quality into specific indicators that can be quantified or qualitatively described, so as to more intuitively understand the performance of an individual in terms of professional quality.

[0067] Refinement of quality indicators into quality points: Refinement of professional quality indicators into quality points means further decomposing professional quality indicators into more specific and detailed quality elements. These quality points can more deeply analyze the performance of individuals on a certain professional quality indicator, thus providing a more precise direction for targeted quality improvement.

[0068] Step 2: Restructure the curriculum and determine the complete training project case package and project list for the position:

[0069] Based on the overall map of professional capabilities, the project course system required for training to achieve each level of professional positions is completed, and the closed-loop correspondence between the course system and the overall map of professional capabilities is achieved. Among them, the training course system is constructed in the form of project case packages plus projects, that is, a project case package contains multiple project courses, and each project course is selected and designed based on the 25th level of MBL as a unit. Finally, a complete training "course map" for this professional position is formed.

[0070] Explanation: M (Metaverse) B (bl end) L (Learning) is a hybrid teaching model of the Metaverse, which is a vocational education talent training concept refined from international advanced education concepts such as TBL\PBL\OBE. The MBL talent training concept sets the professional position capabilities as Level 0 to Level 300, and the training project courses corresponding to the professional positions are developed and designed in units of 25 levels.

[0071] Step 3: Determine the project course task system and associate it with the overall professional competency map:

[0072] like Figure 3 As shown in the figure, based on the course map, the design of the project course content framework and the learning tasks under each content framework is completed. In order to build a real workplace scenario in the talent training process, when constructing the project course content, it is necessary to determine the names of the roles played by the teachers and students in the workplace involved in the project course.

[0073] In order to increase the fun of the training process, the project task attributes are divided into three types: main tasks, side tasks, and copy tasks. The main tasks are tasks that students must complete; side tasks are tasks that have certain challenges; and copy tasks are mainly tasks related to professional qualities.

[0074] Project task types are divided into three categories: individual tasks, team tasks, and team tasks. Among them, individual tasks are tasks that students must complete as individuals; team tasks are tasks that must be completed by the student's group; and team tasks are tasks that require students to complete in their own team according to the task requirements.

[0075] The design of all tasks in the project course must ultimately be linked to the knowledge, abilities, and qualities in the overall professional competency map.

[0076] Step 4: Determine the overall content design of the project course:

[0077] Adhere to the purpose of improving students' independent learning, and complete the design of supporting resources for the task according to the knowledge, ability and quality requirements in the overall professional ability map corresponding to the project task. The learning materials can include video, document and network resources; at the same time, complete the design of various teaching reference materials for teachers to use for teaching (such as: task teaching execution, task teaching content, task summary, classroom display, etc.).

[0078] Finally, complete the design of homework exercises, classroom quick responses, examination question banks, etc. corresponding to the project courses, and link them with the knowledge, abilities, and qualities in the overall professional competency map.

[0079] Finally, the overall professional competence map is completed based on the project case package and project course tasks, and a position training competence matrix is ​​generated, which forms a corresponding relationship between the course case and the overall knowledge map of the position, thus realizing the real connection and closed-loop correspondence between the professional position and the education and training process.

[0080] Step 5: Check the learning quality:

[0081] According to the correlation between tasks and knowledge, abilities and qualities in the overall map of professional abilities, the proportion of knowledge, abilities and qualities in tasks is set to generate the assessment proportion values ​​of knowledge, abilities and qualities in the project courses in the overall map of professional abilities.

[0082] Based on the student's task completion, the teacher's assessment score and the corresponding assessment ratio are calculated to form the student's task completion score.

[0083] At the same time, during the training process, a multi-dimensional evaluation is adopted, and weekly and monthly tests are added. Ultimately, the students' knowledge, abilities, qualities and MBL levels are comprehensively assessed based on their task completion scores, weekly test scores, monthly test scores, homework, and exam scores.

[0084] Step 6: Present students’ learning achievement portraits in a visual way.

[0085] Based on the scores of students' completed tasks, weekly tests, monthly tests, homework, and exams, we comprehensively assess the students' corresponding knowledge, abilities, qualities, and MBL level data. We use a data "curtain wall" to present various portraits of students in a multi-dimensional visual manner, forming a closed loop with the overall picture of professional abilities.

[0086] It should be noted that, in this article, relational terms such as first and second, etc. are only used to distinguish one entity or operation from another entity or operation, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Moreover, the terms "include", "comprise" or any other variants thereof are intended to cover non-exclusive inclusion, so that a process, method, article or device including a series of elements includes not only those elements, but also other elements not explicitly listed, or also includes elements inherent to such process, method, article or device.

[0087] Finally, it should be noted that the above description is only a preferred embodiment of the present invention and is not intended to limit the present invention. Although the present invention has been described in detail with reference to the aforementioned embodiments, those skilled in the art can still modify the technical solutions described in the aforementioned embodiments or replace some of the technical features therein by equivalents. Any modification, equivalent replacement, improvement, etc. made within the spirit and principle of the present invention shall be included in the protection scope of the present invention.

Claims

1. A vocational education curriculum development method based on professional competence, comprising a data collection module, a curriculum reconstruction module, a task setting module and a detection module; characterized in that: The development methodology includes the following steps: Step S1, forming a complete overall map of professional ability: obtaining national professional skill standards through a data collection module, and extracting a complete overall map of professional ability for the profession; Step S2, reconstructing the course and determining the complete training method for the position: the course reconstruction module reconstructs the project courses required to achieve the professional position according to the complete overall map of professional capabilities obtained in step S1; Step S3, determining the project course tasks: the task setting module sets specific project course tasks according to the project courses obtained in step S2, including determining the project course content structure, determining the project course task framework, and writing the complete task content, and associating it with the complete overall professional ability map obtained in step S1; Step S4, detecting the learning quality; setting the assessment proportion of knowledge, ability and quality in the project course in the overall professional ability map in the detection module, calculating the student's task completion score through the student's task completion situation, the teacher's evaluation score and the corresponding assessment proportion; Step S5, presenting the student's learning achievement portrait in a visual manner: comprehensively assessing the student's corresponding knowledge, ability and quality based on the student's completed task scores.

2. A vocational education curriculum development method based on vocational competency as claimed in claim 1, characterized in that: In step S1, the overall map of professional capabilities includes the overall map of capabilities that the position should possess, the overall map of knowledge that the position should learn, and the overall map of qualities that the position should cultivate.

3. A vocational education curriculum development method based on vocational competency as claimed in claim 2, characterized in that: The overall spectrum of capabilities that a position should possess includes four levels, of which level 1 is the capability field, level 2 is the capability module, level 3 is the capability indicator, and level 4 is the detailed indicator points of the capability indicator.

4. A method for developing vocational education courses based on professional competence as claimed in claim 3, characterized in that: The overall map of knowledge that should be learned for a position includes three levels, among which the first level is the knowledge field, the second level is the knowledge indicator, and the third level is the detailed knowledge points of the knowledge indicator.

5. A vocational education curriculum development method based on vocational competency as claimed in claim 4, characterized in that: The overall spectrum of qualities that a position should cultivate includes three levels, of which the first level is the quality field, the second level is the quality indicators, and the third level is the detailed quality points of the quality indicators.

6. The method for developing vocational education courses based on vocational competency as claimed in claim 1 is characterized by: In step S2, the course reconstruction module sets the project courses required to achieve the professional position by: constructing the project courses by using project case packages plus projects, and finally forming a complete training course map for the professional position.

7. A method for developing vocational education courses based on professional competence as claimed in claim 6, characterized in that: In step S3, the project course content structure is determined in the task setting module as follows: Step S3011, determining the project course content framework based on the course map obtained by the course reconstruction module in step S2; Step S3012, determining the names of the roles involved in the project course; The specific task framework of the project course is determined as follows: Step S3021, determining the learning tasks under each framework, where the learning tasks include main tasks, secondary tasks, and challenge tasks; Step 3022, determining the task type, which includes a single-soldier task, a multi-person task, and a team task; Step S3023, determining the task level and the roles involved in the task; Step S3024, associating the overall graph of professional capabilities; The complete task content is as follows: Step S3031, writing the task content, clarifying the task objectives and achievement conditions in the task content; setting different levels for the achievement conditions, and different levels corresponding to different scores; Step S3032, compile relevant content provided to the teacher; including setting the teacher's assessment conditions and scoring criteria for the task; Step S3033, compiling learning content provided to students, including video content, document content, and network resources; Step S3034, compile a reference work order for students to complete the task; Step S3035, write the homework and exercises corresponding to the project course to form a complete course content.

8. A method for developing vocational education courses based on professional competence as claimed in claim 7, characterized in that: In step S4, when the detection module detects the learning quality, the assessment adopts a multi-dimensional evaluation, including weekly and monthly tests. Ultimately, the student's corresponding knowledge, ability, quality and MBL level are comprehensively assessed based on the student's task completion scores, weekly test scores, monthly test scores, homework, and exam scores.

9. A method for developing vocational education courses based on professional competence as claimed in claim 8, characterized in that: Based on the comprehensive assessment of students' corresponding knowledge, abilities, qualities and MBL level data, various portraits of students are presented in a multi-dimensional visual manner in the form of a data curtain wall, forming a closed loop with the overall picture of professional abilities.

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