The key to the cultivation of "comprehensive vocational ability" is to grasp the specific connotation of comprehensive vocational ability comprehensively and scientifically, and form a correct view of vocational education ability on this basis. Only under the guidance of the correct concept of vocational education ability can we effectively carry out various teaching activities of vocational education and effectively promote the formation and development of students' comprehensive vocational ability.
1. The key to the goal of comprehensive vocational ability training lies in the "synthesis" of ability.
Comprehensive vocational ability refers to the integration of various abilities that must be possessed in a certain occupation and displayed in professional activities. It is the ability of individuals to classify, transfer and integrate the knowledge, skills and attitudes they have learned in specific professional activities or situations, so as to complete certain professional tasks. It is not a single ability, nor is it a mechanical addition of unrelated isolated abilities, but an organic whole that is interrelated and influenced each other, and is a "synthesis" of various abilities.
From the content: this ability includes not only skills, but also other conditions needed for competence, such as ideological and moral character, professional ethics, scientific and cultural foundation, humanistic quality, professional ability, physical and mental health requirements, etc. It is difficult for any isolated ability element to complete professional activities. It is the integration of quality elements such as workers' knowledge, skills and attitudes, and it is a broad concept that connects general quality with a certain professional activity or work scene.
Structurally, comprehensive vocational ability can be divided into three levels: professional specific ability, industry general ability and core ability. They can migrate to each other and form a complex quality structure together, which includes both the general quality and ability needed for long-term personality development and the professional ability pointing to recent career mobility, and can complete various tasks through different combinations.
Occupation-specific ability is unique to every occupation, and it is only applicable to the jobs of that occupation, and its adaptability is very narrow; Every profession has specific abilities. According to our national occupational classification ceremony, there are 1838 occupations, so the total specific capacity is the largest.
Industry general ability is a general basic ability abstracted from general professional activities on the basis of various industries in society. Wide adaptability, and can be applied to various occupations or jobs in this industry. However, according to the nature of the industry or occupation, the total amount of general ability is obviously less than the specific ability.
Core competence is a basic competence abstracted from all professional activities, and its main feature is universality, which can be applied to all professions in all industries. Although countries in the world have different expressions of core competitiveness, its types are still the least. In the structure of professional competence, the three levels of professional competence modules are not self-contained, but included in every professional activity. In other words, the main component of each vocational ability module is its own specific ability module, followed by the basic ability module that can be used in other occupations and the core ability module that is consistent with the basic requirements of all occupations. See the figure below 1- 1.
Figure 1- 1: schematic diagram of capability hierarchy system
As shown in the figure, in the collection of these professional abilities, the part that does not intersect with other occupations is the professional specific ability module, the intersection between similar occupations is the general ability module, and the intersection between all occupations is the core ability module. [2][②]
2. How many combinations should we adhere to in establishing the comprehensive vocational ability training goal?
Adhere to the combination of humanities education and professional skills training.
Humanistic education has always been a weak link in secondary vocational education. Setting the goal of comprehensive vocational ability training should not only emphasize the cultivation of professional skills, but also pay attention to cultivating students' humanistic spirit, improving students' humanistic quality, cultivating students' basic humanistic knowledge as modern professionals, and overcoming the narrow view of ability that emphasizes professional education and job skills training unilaterally. In the interview of this study, the first suggestion made by a teaching director on how to improve the comprehensive vocational ability of secondary vocational school students is "attaching importance to humanistic education and taking the cultivation of initial life values and professional attitudes as the first goal of secondary vocational education", which is also reflected in the questionnaire of the employer. "In your organization, how much attention is paid to the following factors?" Among them, "moral quality" is the highest, accounting for 98%. The central task of the school is teaching, but the fundamental task is to train people and teach students how to be a man, which is precisely one of the purposes of humanities education.
② Combination of classroom learning and extracurricular activities.
The cultivation of students' comprehensive vocational ability requires students to have certain theoretical knowledge, especially as modern professionals, to have a wide range of knowledge, and to have other abilities such as continuous knowledge renewal and development and innovation. The cultivation of these knowledge and abilities can not be completed by classroom teaching alone, and only by combining with extracurricular activities such as second class, production practice and social practice can we get good results.
③ Adhere to the combination of theoretical knowledge learning and practical skills training.
Modern professionals must have comprehensive knowledge and skills. The narrow competency-based view tends to focus only on the cultivation of skills and ignore the study of comprehensive knowledge and the cultivation of students' comprehensive ability, which makes students narrow in knowledge, single in ability, strong in professional ability, poor in basic ability and lacking in key ability. Therefore, they lack stamina and cannot adapt to the requirements of modern technology upgrading and job changes. They can only do some mechanical, fixed and programmed jobs in employment, and their management ability, development ability and key ability are limited.
In short, secondary vocational education is by no means a purely utilitarian educational activity equivalent to ordinary vocational training. As a specific type of education, vocational education still holds high the banner of people-oriented and promoting people's all-round development, and comprehensive vocational ability training should be the core training goal of secondary vocational schools. Therefore, it is necessary to establish the idea of comprehensive professional competence-based, pay attention to the cultivation of professional skills and job skills, broaden the knowledge, and strengthen the ideological and psychological quality at the same time.