《中国康复理论与实践》

《中国康复理论与实践》 ›› 2025, Vol. 31 ›› Issue (4): 415-422.doi: 10.3969/j.issn.1006-9771.2025.04.006

• 专题 ICF应用研究 • 上一篇    下一篇

基于RCF和ICF开发促进残疾大学生职业胜任力发展的课程体系

关珊1, 孙美丽1(), 管艺2, 薛一凡3, 钟雨靓4, 李心沁1   

  1. 1.山东特殊教育职业学院特殊教育系，山东济南市 250300
    2.济南特殊教育中心，山东济南市 250002
    3.青岛恒星科技学院，山东青岛市 266100
    4.宁波卫生职业技术学院，浙江宁波市 315100
  • 收稿日期:2025-02-26 出版日期:2025-04-25 发布日期:2025-04-25
  • 通讯作者: 孙美丽，女，汉族，山东济南市人，硕士，讲师，主要研究方向：残疾人职业教育、特殊儿童教育康复。E-mail: smeili@126.com
  • 作者简介:关珊(1989-)，女，汉族，山东济南市人，硕士，讲师，主要研究方向：残疾人职业教育、特殊儿童语言康复。
  • 基金资助:
    1.山东省社会科学规划研究项目(23DJYJ12);2.山东省职业教育教学改革研究项目(2024499)

Developing a curriculum framework for vocational competency in college students with disabilities: based on RCF and ICF

GUAN Shan1, SUN Meili1(), GUAN Yi2, XUE Yifan3, ZHONG Yuliang⁴4, LI Xinqin1   

  1. 1. Department of Special Education, Shandong Vocational College of Special Education, Ji'nan, Shandong 250300, China
    2. Ji'nan Special Education Center, Ji'nan, Shandong 250002, China
    3. Qingdao Hengxing University of Science and Technology, Qingdao, Shandong 266100, China
    4. Ningbo College of Health Sciences, Ningbo, Zhejiang 315100, China
  • Received:2025-02-26 Published:2025-04-25 Online:2025-04-25
  • Contact: SUN Meili, E-mail: smeili@126.com
  • Supported by:
    Shandong Provincial Social Science Plan(23DJYJ12);Shandong Provincial Vocational Education Teaching Reform Research Project(2024499)

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摘要：

目的 基于康复胜任力架构(RCF)和《国际功能、残疾和健康分类》(ICF)，构建职业胜任力导向的残疾大学生高等教育课程体系。
方法 遵循课程开发的系统设计原则，构建职业胜任力导向的残疾大学生高等教育课程体系框架。课程设计以学生为中心，遵循融合教育、能力本位、终身职业发展、协同合作等原则，注重数字赋能技术、无障碍技术和辅助技术的应用。
结果 课程体系架构包含知识、技能、职业心理和职业价值观、管理和领导力、专业精神与行为、功能适应和数字赋能以及无障碍技术和辅助技术应用等6大核心课程领域，课程模块包含适应与功能提升、职业探索与基础能力培养、职业技能深化与职场实践、就业指导与跟踪服务4个阶段。课程体系能系统性提升残疾大学生的职业知识、技能和职业胜任力，并融入数字技术赋能手段，促进残疾学生的职业发展。
结论 基于RCF和ICF构建的胜任力导向的高等教育课程体系，为提升残疾大学生职业胜任力、促进残疾大学生终身职业发展提供了理论框架和实践路径。

关键词: 大学生, 残疾, 职业胜任力, 课程体系, 康复胜任力架构, 国际功能、残疾和健康分类

Abstract:

Objective To develop a professional competency-oriented higher education curriculum system for college students with disabilities based on rehabilitation competency framework (RCF) and International Classification of Functioning, Disability and Health (ICF).
Methods A framework for a professional competency-oriented higher education curriculum system for college students with disabilities was developed following the principles of systematic curriculum design. The curriculum design was student-centered and adhered to principles such as inclusive education, competency-based learning, lifelong career development and collaborative cooperation. It emphasized the application of digital empowerment technologies, accessibility technologies and assistive technologies.
Results The curriculum system framework comprised six core curriculum domains, including knowledge, skills, professional mindset and values, management and leadership, professionalism and behavior, functional adaptation and digital empowerment, as well as accessibility and assistive technology applications. The curriculum modules were structured into four stages, including adaptation and functional enhancement, career exploration and foundational skill development, professional skill enhancement and workplace practice, and employment guidance and follow-up services. This curriculum system systematically enhanced the professional knowledge, skills and competencies of college students with disabilities, integrating digital empowerment strategies to support their career development.
Conclusion The competency-oriented higher education curriculum system constructed based on RCF and ICF provides a theoretical framework and practical pathway for improving the professional competency and lifelong career development of college students with disabilities.

Key words: college student, disability, professional competency, curriculum framework, rehabilitation competency framework, International Classification of Functioning, Disability and Health

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