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A work-based curriculum development model process need
1 基于工作过程的课程开发模式的必要性
In recent years, the government needs to promote and stimulate economic development, the scale of China's higher vocational education has developed significantly; National Vocational Education Work Conference was held, but also for vocational development ushered in a new historical opportunity. However, within a few years we can build up a lot is known vocational school premises, but not in the short term to form a real vocational education. The impact of the traditional education system, teaching materials and update speed is seriously lagging behind in the development of software technology, teacher quality has not improved, lack of innovation and personnel training mode, this traditional mode of education software companies can not really adapt to the demand for software professionals. On the one hand is the large number of companies can not find needed skills, practical, international, standardized software professional and technical personnel; the other hand, the school trained software professionals can not meet enterprise needs and find the ideal job. How to highlight the characteristics of higher vocational education has become a major issue; how to develop a set of learning characteristics both for vocational students, but also to enhance their employment competitiveness materials, is facing the construction of vocational courses is another major issue.
近年来在政府推动与经济发展需求的刺激下,我国高等职业教育的规模有了很大发展;全国职业教育工作会议的召开,又为高职发展迎来了新的历史机遇。然而,我们可以在短短几年内建设起大量被称为高职学校的校舍,却无法在短期内形成真正的高职教育。受传统教育体制的影响,教材更新速度也严重滞后于软件技术发展,师资素质又得不到提高,人才培养模式缺乏创新,这种传统教育模式无法真正适应软件企业对软件人才的需求。一方面是大批企业找不到急需的技能型、实用型、国际化、规范化的软件职业技术人才;另一方面,学校培养出的软件人才由于不能适应企业需求而找不到理想的工作。如何凸显特色已经成为高职发展的重大课题;如何开发一套既适合高职生学习特点,又能增强其就业竞争能力的教材,是高职课程建设面临的另一个重大课题。
To effectively address these issues, the establishment can comprehensively reflect the diverse needs of the vocational curriculum development, we must further clarify the vocational training objectives. To do this, you can not just be satisfied on "what type of vocational training in the end talent" exposition, but from the analysis of the specific roles and knowledge to start. Higher professional positioning through clarifying its corresponding jobs to solve, and its course characteristics peculiar knowledge framework should be adopted to clarify. That is, the vocational curriculum and academic college courses compared to its characteristics should not only reflected in the less theoretical knowledge, skills a little more, but to focus on work process and objectives based reconstruction of their knowledge, skills , the quality of the curriculum.
要有效地解决这些问题,建立能综合反映高职发展多种需求的课程体系,必须进一步明确高职人才培养目标。为此,不能仅仅满足于对“高职到底培养什么类型人才”的论述,而是要从具体的岗位与知识分析入手。高职专业的定位要通过理清其所对应的工作岗位来解决,而其课程特点应该通过特有的知识框架来阐明。也就是说,高职课程与学术性大学的课程相比,其特色不应仅仅体现在理论知识少一些,技能训练多一些,而是要紧紧围绕基于工作过程和工作目标重构其知识、技能、素质的课程体系。
2 Software Engineer Competency Model
2.1 Software Engineer Competency Model
Professional human capacity is divided into three layers: the job specific competencies, common industry capabilities, core competencies. Each specific job, jobs, jobs and jobs are some of the positions corresponding to specific competencies. Job specific competencies from the total amount is up, but the adaptation range is narrowest, for each industry, but also there is a certain amount of general ability, in volume terms, it is much less than the specific capabilities, but They adapt to a wide range of these, covering the entire industry areas of activity. And on the whole, there is that everyone needs, and to engage in any occupation or employment are inseparable capacity, which is the core competencies. Core competence is often more important people in his career, the most basic capabilities, the impact on people and the more far-reaching. We see in everyday life post specific capabilities, in fact surfaced tip of the iceberg, while the industry generic skills and core competencies are the main iceberg below the surface, which is everyone in his career, and even everyday life will The most important device capabilities, they have universal applicability and the wide range of mobility, human life is extremely far-reaching impact on the development and achievements of the current core competencies include: AC expression, number crunching, innovation innovative, self-improvement, and human collaboration, problem solving, information processing, language use.
2.2 Software Engineer Job specific capabilities decomposition
According to the different positions of software engineering professionals, software engineers from JAVA and. NET software engineers two aspects, the extraction process based on the ability of the work described.
(1) JAVA Software Engineer
(2). NET Software Engineer
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2.3 Decomposition common industry capacity
2.4 core competencies decomposition
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3 Software Engineer curriculum content
According to software engineer capability model alluding vocational courses in four components: training tutorials, software quality, professional quality, popular technologies.
According to software engineers ability to form rules, we divided S1, S2, S3 gradually implemented in three phases. By S1 phase of training, students have the use of process-oriented thinking, object-oriented analysis and design problem-solving skills, to master C / S software architecture program development method. By S2, S3 stage of training, to equip students with the use of B / S software architecture, software development, design capabilities; grasp the problem of large enterprise application analysis, design methods.
3.1 Training Course
"Practical Guide" to the project as the main line, divided Learning Stories, Training Cases, Mentoring Case three. Projects are corporate real projects by experienced software engineers to write together, in the implementation of aspects of training engineers led by the students to complete.
"Training Guide" specific focus on improving students' vocational ability, through project training, students theoretical knowledge and practical projects will combine not only improve the software development skills, but also to have a large-scale project development experience and industry knowledge, and enhance teamwork skills.
3.2 Software Literacy
Software literacy requires knowledge of the software industry has sufficient knowledge of the depth and breadth. It is a software engineer should have the basic quality, generic skills in software industry, software components and university computer literacy courses related to the ability of students together.
"Software literacy" includes practical knowledge of the operating system, various software development team model understanding and awareness of the project development process and norms, project documentation preparation, software development tools for configuration and management, and implementation of the principles of design patterns, etc. .
3.3 Professional Quality
Professional qualities of social workers to understand and adapt vocational ability of a comprehensive reflection in software development, including responsibility, learning ability, innovation ability, communication and collaboration capabilities, efficient team collaboration capabilities, proactive http://www.ukassignment.org/yjfflw/ attitude, solid style of work, scientific work and strong problem solving ability.
3.4 popular technologies
IT industry is growing at seven times the speed of traditional industries, the rapid development of hardware and software technology in the update speed of Moore's Law, even students studying in the university is the latest version of the software and technology, after graduation, the version has also been updated, "popular technology" It is proposed to solve this problem, the purpose is to allow students and IT information synchronization, to achieve self-knowledge and the latest knowledge seamlessly.
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