基于关键能力量化评价指标的高职教学实践——以给排水工程技术专业课程《GIS理论与软件实操》为例

Teaching Practice in Higher Vocational Education Based on Quantitative Evaluation Indicators of Key Competencies—A Case Study of the Course “GIS Theory and Software Practice” in Water Supply and Drainage Engineering Technology

摘要: 本文以高职给排水工程技术专业的核心课程《GIS理论与软件实操》为例，围绕关键能力培养的现实困境，构建了一套包含认知能力、合作能力、创新能力和职业能力4个一级维度及16项二级指标的可量化评价体系。通过企业调研与学情分析，明确关键能力培养短板，设计“理实创一体化”教学模式，依托“双导师制研学小组”“线上线下混合教学”“虚实结合实践”及“双创项目孵化”四条路径，将关键能力培养融入课程教学全过程。教学实践表明，该模式有效促进了学生关键能力的发展，实现了“教–学–评”闭环优化，为高职专业课程中关键能力的量化评价与培养实践提供了可借鉴的案例和方法支撑。

Abstract: This study addresses the practical challenge of cultivating key competencies in higher vocational education by examining the course GIS Theory and Software Practice within the water supply and drainage engineering technology program. A quantitative evaluation system was developed, consisting of four first-level dimensions—cognitive, cooperative, innovative, and professional abilities—and 16 second-level indicators. Through industry research and analysis of student learning profiles, specific gaps in key competency development were identified. An integrated teaching model combining theory, practice, and innovation was designed and implemented through four pathways: a dual-tutor research group system, blended online and offline instruction, virtual-real hybrid practice, and innovation-entrepreneurship project incubation. This approach embedded key competency development throughout the instructional process. Teaching practice demonstrated that the model effectively enhances students’ key competencies, achieves closed- loop optimization of the teaching-learning-evaluation process, and offers a replicable case and methodological support for quantifying and fostering key competencies in vocational professional courses.