数智时代职业教育课程“元技能”培养：理论框架、实践路径与评价变革

Cultivation of “Meta-Skills” in Vocational Education Courses in the Digital and Intelligent Era: Theoretical Framework, Practical Paths and Evaluation Reform

摘要: 数智时代技术迭代加速导致“技能半衰期”急剧缩短，传统职业教育以“知识传授”和“确定技能”为本位的课程模式难以应对“VUCA”环境的挑战。本研究聚焦职业教育课程“元技能”培养这一核心议题，旨在构建理论框架、探索实践路径并推动评价变革。研究首先界定了数智时代元技能的内涵：它是个体适应高度不确定、人机深度融合情境所必需的底层可迁移认知与行为架构，核心功能在于赋能个体持续地学习、适应与创造。基于此，研究构建了元技能的认知维度、交互维度、创新适应维度三个核心维度。提出“AI替代型–人机协作型–人类专属型”分层分类的课程内容重构模型，并设计了“双循环”培养模式。研究主张从静态测量转向动态发展、从知识本位转向能力本位，构建基于多源数据的全过程增值性评价体系，利用人工智能多模态数据捕捉与行为分析技术，关注个体的进化轨迹与反思深度。研究表明，元技能作为“关于技能的技能”具有永久性与复利效应，将其显性化融入职业教育课程是培养“不可替代性”人才、实现从“工具的工具”向认知架构重构转变的关键路径。

Abstract: In the digital and intelligent era, the accelerated technological iteration has drastically shortened the “half-life of skills”. The curriculum model of traditional vocational education centered on “knowledge transmission” and “fixed skills” can hardly address the challenges posed by the VUCA environment. This study focuses on the core issue of cultivating meta-skills in vocational education curricula, aiming to establish a theoretical framework, explore practical approaches and advance evaluation reform. Firstly, the study defines the connotation of meta-skills in the digital and intelligent era: they refer to the fundamental transferable cognitive and behavioral frameworks that individuals need to adapt to highly uncertain scenarios with in-depth human-machine integration, whose core function is to empower individuals with the capacity for continuous learning, adaptation and creation. On this basis, three core dimensions of meta-skills are constructed, namely the cognitive dimension, the interaction dimension and the innovation and adaptation dimension. This paper puts forward a hierarchical and classified curriculum content reconstruction model categorized as “AI-replaceable, human-machine collaborative and human-exclusive”, and designs a “dual-cycle” training model. The study advocates shifting from static measurement to dynamic development assessment and from knowledge orientation to competence orientation, and establishing a whole-process value-added evaluation system based on multi-source data. It also proposes to adopt artificial intelligence technologies for multi-modal data collection and behavioral analysis to track individuals’ development trajectories and the depth of their reflection. The research reveals that meta-skills, known as “skills about skills”, feature permanence and compound effects. Explicitly integrating meta-skills into vocational education curricula serves as a key approach to cultivating irreplaceable talents and realizing the transformation from being “a tool of tools” to reconstructing cognitive frameworks.