“认知+素质”双核驱动:职业本科“C+1+X+Y”全过程就业能力培养体系构建
郝悦征，张航
(河北工业职业技术大学，石家庄050091)
摘 要:在经济转型与产业升级背景下，职业本科教育高质量发展对培养高素质技术技能人才意义重大。文章基于“生活·实践”教育理念，提出“C+1+X+Y”就业能力提升育人机制，通过职业认知(C)、职业基础(1)、职业技能(X)和职业素质(Y)四个模块的协同作用，依托产教融合模式，实施“强认知一筑基础一提技能一炼素质”的“四阶递进”教学路径，构建包含职业认知(Z1)、职业基础(Z2)、职业技能(Z3)、职业素质(Z4)4项一级指标及13项二级指标的“4Z”就业能力积分制综合评价体系。河北工业职业技术大学试点专业实践表明，该模式有效提升了学生的职业认同感、核心技能掌握率，改善了关键职业素质表现，为破解职业本科学生就业能力培养困境提供了系统化、可操作的解决方案。
关键词:“生活·实践”教育;职业本科;就业能力;产教融合;C+1+X+Y培养模式;就业能力评价
"Cognitive + Competency" Dual-Core Driven: Construction and EmpiricalStudy of the "C+1+X+Y" Whole-Process Employability Cultivation Systemfor Vocational Undergraduate Education
HAO Yuezheng', ZHANG Hang
(Hebei Industrial and Technical Vocational University, Shijiazhuang 050091, China)
Abstract: Against the backdrop of economic transformation and industrial upgrading, the high-qualitydevelopment of vocational undergraduate education holds significant importance for cultivating high-calibettechnical and skilled talents. Based on life practice education philosophy, this paper proposes the "C+1+X+Y"employability enhancement education mechanism. This mechanism leverages the synergy of four modules-Career Cognition(C), Career Foundation (1), Vocational Skills (X), and Professional Competency (Y)-throughan industry-education integration model. It implements a "four-stage progressive" teaching pathway of"Strengthening Cognition-Building Foundation-Enhancing Skills-Refining Competency". Additionally, it constructs the "4Z" employability credit-based comprchensive evaluation system, comprising four first-level indicators-Career Cognition (Z1), Career Foundation (Z2), Vocational Skills (Z3), Professional Competency(Z4)and 13second-level indicators. Practice in pilot majors at Hebei Vocational University of Industry and Technologydemonstrates that this model effectively enhances students' professional identity, mastery of core skills, andenhance the performance in key professional competencies. It provides a systematic and operable solution foraddressing the challenges in cultivating employability among vocational undergraduate students.
Keywords: Life Practice Education; Vocational Undergraduate Education; Employability; Industry-Education Integration; C+1+X+Y Cultivation Model; Employability Evaluation
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