面向关键能力培育的课程载体显性化改造研究——以《数据化运营》课程为例

摘要

传统课程设计以知识逻辑为主线，能力目标与关键能力之间缺乏显性对应，导致学生“知识技能过关、关键能力缺席”。本文以“化隐为显、能力可见”为核心理念，以《数据化运营》课程为例，探讨课程载体的显性化改造路径，即在保持原有课程框架不变的前提下，将关键能力培育的递进规律嵌入课程的目标、内容与评价之中。我们构建了“目标映射、内容重组、评价对接”的三维改造框架。目标层面，将原有六项能力目标与九项关键能力建立显性映射；内容层面，按“示范-跟随-内化-迁移”四阶段重新组织八个项目的递进任务链，使能力发展的递进结构嵌入工作流的事件结构之中；评价层面，将评价指标与关键能力对接，增设冲突解决观测点。我们认为，以工作流程为主线组织的专业课程，可通过将能力递进节奏嵌入教学单元的自然节点来实现隐性能力的显性化改造。

Abstract

Traditional curriculum design follows knowledge logic as its main thread, lacking explicit correspondence between competency objectives and key competencies, resulting in students who are “proficient in knowledge and skills yet deficient in key competencies.” Guided by the core principle of “making the implicit explicit and competencies observable,” this study takes the course Data-Driven Operations as an example to explore the pathway of explicit reform of the curriculum carrier. Specifically, while keeping the original curriculum framework unchanged, the progressive pattern of key competency development is embedded into the objectives, content, and evaluation of the course. A three-dimensional reform framework of “objective mapping, content restructuring, and evaluation alignment” is constructed. At the objective level, the original six competency objectives are explicitly mapped onto nine key competencies. At the content level, eight projects are reorganized into a progressive task chain following the four-stage sequence of “demonstration - imitation - internalization - transfer,” embedding the progressive structure of competency development into the event structure of the workflow. At the evaluation level, assessment indicators are aligned with key competencies, and an observation point for conflict resolution is added. It is argued that professional courses organized around workflows can achieve the explicit reform of implicit competencies by embedding the progressive rhythm of competency development into the natural nodes of instructional units.

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