高本贯通人才培养模式下软件工程专业课程体系一体化设计研究——以上海农林职业技术学院软件工程高本贯通专业为例

Research on the Integrated Design of the Curriculum System for Software Engineering under the Higher Vocational-Undergraduate Integrated Talent Cultivation Model—A Case Study of the Higher Vocational-Undergraduate Integrated Software Engineering Program in Shanghai Vocational and Technical College of Agriculture and Forestry

摘要: 在“高本贯通”政策持续扩容、课程衔接成为瓶颈的背景下，本文基于上海农林职业技术学院–上海建桥学院“3 + 2”软件工程高本贯通试点，系统研究了“纵向贯通、横向拓宽”的一体化课程体系构建与量化评估方法。研究首先构建“三阶五层”能力递进模型，将岗位能力–技术能力–工程能力逐层分解为十个学期的阶梯式成长路径；据此设计“三段阶梯 + 两次接口”课程地图，并以“企业级JavaEE开发”等接口课程实现螺旋上升。创新“岗位导向、螺旋上升、学分置换”一体化模型：以Web前端、移动开发、服务端测试三大岗位链为纵轴，设置纵向接口课程与横向拓展包，通过1 + X证书“能力等效”认证抵换学分。研究为软件工程高本贯通提供了可量化、可复制、可推广的课程一体化范式。

Abstract: Against the backdrop where the Higher Vocational-Undergraduate Integration policy continues to expand, while curriculum articulation has become a bottleneck, this study is based on the “3 + 2” pilot program of Higher Vocational-Undergraduate Integration in Software Engineering jointly carried out by Shanghai Vocational and Technical College of Agriculture and Forestry and Shanghai Jianqiao University. It systematically explores the construction of an integrated curriculum system featuring “vertical integration and horizontal expansion” and its quantitative evaluation methods. First, the study constructs a “three-stage and five-level” competency progression model, decomposing positional competency-technical competency-engineering competency layer by layer into a phased growth path spanning ten semesters. Based on this model, a curriculum map with “three-stage ladder + two interface points” is designed, and interface courses such as “Enterprise-Level JavaEE Development” are used to achieve spiral progression of learning. The study innovatively proposes an integrated model characterized by “position-oriented, spiral progression, and credit transfer”: taking three positional chains (Web front-end, mobile development, and server-side testing) as the vertical axis, it sets up vertical interface courses and horizontal expansion modules. Credits are exempted through the “competency equivalence” certification of the 1 + X certificate system. This research provides a quantifiable, replicable, and promotable integrated curriculum paradigm for the Higher Vocational-Undergraduate Integration program in Software Engineering.