职业能力导向下中职学生科学素养提升策略研究
摘 要：面向产业技术迭代与职业教育高质量发展的双重要求，中等职业学校学生的科学素养不宜被理解为公共基础课程中的知识储备，而应被界定为在职业任务中解释现象、获取和评价证据、作出技术判断并持续改进操作方案的综合能力。本文采用政策文本分析与文献分析法，梳理职业教育法、公共基础课程方案、课程标准及近年职业教育改革文件，提出“职业任务—科学实践—反思迁移”分析框架：以典型工作任务为载体，完成科学问题生成、证据收集与解释、技术方案比选、规范操作及复盘迁移的学习闭环；并从课程目标、学习任务、师资协同、产教合作和多元评价五个方面提出实施机制。本文将科学素养的培养单元由学科知识点转换为可观察、可评价的职业行动过程；该框架仍需在不同专业、不同区域的中职学校中通过准实验或纵向追踪进一步检验。
关键词：职业能力导向；中等职业教育；科学素养；典型工作任务；产教融合
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Strategies for Enhancing Scientific Literacy of Secondary Vocational Students from a Vocational-Competence Perspective
Abstract: In response to industrial technological change and the pursuit of high-quality vocational education, scientific literacy among secondary vocational students should be understood not merely as knowledge acquired in general education courses, but as the capacity to explain phenomena, acquire and evaluate evidence, make technical judgments, and improve operational plans in vocational tasks. Through policy-text and literature analyses, this paper proposes a "vocational task-scientific practice-reflective transfer" framework. Typical work tasks are used to organize a learning cycle of question generation, evidence collection and explanation, comparison of technical options, standard operation, and reflective transfer. Implementation mechanisms are then proposed in five areas: curriculum objectives, learning tasks, teacher collaboration, industry-education cooperation, and multidimensional assessment. The framework recasts scientific literacy as observable and assessable vocational action; its effectiveness still requires further examination across specialties and regions through quasi-experimental or longitudinal studies.
Keywords: Vocational Competence; Secondary Vocational Education; Scientific Literacy; Typical Work Tasks; Industry-Education Integration
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