装备制造职业素养的情境化评价——SC-T-P模型的构建与应用

A Contextualized Evaluation of Professional Competency in Equipment Manufacturing—The Development and Application of the SC-T-P Model

摘要: 为解决职业素养评价与真实情境脱节的问题，本研究提出了一种基于SC-T-P模型的情境化评价方法，并构建了相应的评价体系。该模型整合了情境学习理论、工作过程系统化理论、人格特质理论与绩效评估理论，形成了由外至内、由情境到个体的动态嵌套关系。研究立足世校赛“育人本位”与装备制造典型情境，采用反向德尔菲法，经两轮16位行业专家验证，确立了包含3个维度、18项可观察行为指标的评价体系。该体系与世校赛官方评分维度无缝映射，提供了“0/1”判定操作化示例，贯通了“理论构建、行为观测、赛场评分”全链条。小样本实证检验显示，工具内容效度(S-CVI/Ave = 0.92)、评分者信度(Krippendorff’s α = 0.81)与结构效度(累计方差解释率71.4%)均表现良好。本研究构建的评价体系兼具理论深度与实践效度，能够为世校赛评分细则优化与职业院校“精准育人”提供有效的评价工具，未来可向智能化、数字化方向发展。

Abstract: To address the disconnection between professional competency evaluation and real-world scenarios, this study proposes a contextualized evaluation method based on the SC-T-P model and constructs a corresponding evaluation system. The model integrates situated learning theory, work process systematization theory, personality trait theory, and performance evaluation theory to form a dynamic nested relationship from the outside-in, from situation to individual. Grounded in the “education-oriented” philosophy of the World Vocational College Skills Competition (WVCSC) and typical equipment manufacturing contexts, the research employed the reverse Delphi method. Through two rounds of validation with 16 industry experts, an evaluation system comprising three dimensions and 18 observable behavioral indicators was established. This system maps seamlessly onto the official WVCSC scoring dimensions, provides operational “0/1” judgment examples, and integrates the entire chain of “theoretical construction, behavior observation, competition scoring”. A small-sample empirical test demonstrated good content validity (S-CVI/Ave = 0.92), inter-rater reliability (Krippendorff’s α = 0.81), and construct validity (with a cumulative variance explanation rate of 71.4%). The evaluation system constructed in this study possesses both theoretical depth and practical validity. It can serve as an effective evaluation tool for optimizing the scoring criteria of the WVCSC and for supporting “precise education” in vocational colleges, with potential for future intelligent and digital development.