《中国康复理论与实践》

《中国康复理论与实践》 ›› 2026, Vol. 32 ›› Issue (3): 258-269.doi: 10.3969/j.issn.1006-9771.2026.03.002

• 专题 康复教育 • 上一篇    下一篇

职业本科康复治疗专业“双师型”教师胜任力模型：基于康复胜任力架构与多源标准的融合研究

安乐1, 覃小霞1, 顾彬2,3, 胡国兵4, 田维毅1()   

  1. 1 贵阳康养职业大学， 贵州贵阳市 550081
    2 中国康复研究中心北京博爱医院， 北京市 100068
    3 首都医科大学康复医学院， 北京市 100068
    4 铜仁职业技术大学， 贵州铜仁市 554300
  • 收稿日期:2025-12-11 出版日期:2026-03-25 发布日期:2026-04-01
  • 通讯作者: 田维毅(1972-)，男，贵州绥阳市人，汉族，博士，二级教授，博士研究生导师，主要研究方向：职业本科教育政策与管理，E-mail：743094997@qq.com。
  • 作者简介:安乐(1984-)，男，贵州铜仁市人，土家族，硕士研究生，副教授，康复医师，主要研究方向：职业本科康复教育
  • 基金资助:
    1.贵州省职业教育"技能贵州"行动计划项目职业本科康复治疗省级重点(特色)专业项目;2.贵州省级"金课"(一流本科课程)项目(2024JKXN0051)

A competency model for "dual-qualified" teachers in vocational undergraduate rehabilitation therapy programs based on the integration of rehabilitation competency framework and multi-source standards

AN Le1, QIN Xiaoxia1, GU Bin2,3, HU Guobing4, TIAN Weiyi1()   

  1. 1 Guiyang Kangyang University, Guiyang, Guizhou 550081, China
    2 Beijing Bo'ai Hospital, China Rehabilitation Research Center, Beijing 100068, China
    3 Capital Medical University School of Rehabilitation Medicine, Beijing 100068, China
    4 Tongren Polytechnic University, Tongren, Guizhou 554300, China
  • Received:2025-12-11 Published:2026-03-25 Online:2026-04-01
  • Contact: TIAN Weiyi, E-mail: 743094997@qq.com
  • Supported by:
    Guizhou Vocational Education "Skills Guizhou" Action Plan Project Rehabilitation Treatment Provincial Key (Characteristic) Professional Project;Guizhou Provincial "Golden Course" (First Class Undergraduate Course) Project(2024JKXN0051)

RichHTML

PDF (PC)

摘要：

目的 以世界卫生组织康复胜任力架构(RCF)为基础，融合国内外相关标准，构建职业本科康复治疗专业“双师型”教师胜任力模型，探讨我国康复治疗专业教师队伍培养路径。

方法 采用文献分析法和比较研究法，系统梳理RCF、物理治疗师教育框架、作业治疗师教育项目准入标准与我国职业教育“双师型”教师标准。聚焦职业本科人才培养特征，以“教育者-临床康复师”双角色融合为出发点，以康复行业胜任力与教育者标准相结合为基本原则，以RCF为基础维度，融合职业本科教师须具备的前沿和高阶能力维度，形成维度架构；并按照工作过程系统化课程开发理念，运用概念整合法组合、完善、扩展设计各维度核心活动，分级进阶描述能力特征，以此构建模型。

结果 该模型以3类价值观和4类职业信念为核心理念引领，纵向涵盖教学实践、康复实践、数字素养、专业精神、学习与发展、管理与领导力、应用研究以及社会服务等8个胜任力维度28项活动，横向覆盖初级、中级、高级等3个进阶层次，对应描述53项能力特征。

结论 该模型通过纵向维度设计和横向逐级递进，清晰描述职业本科康复治疗专业教师从新入职教师、骨干教师、专业带头人进阶能力模型，既符合我国高职院校“双师型”教师通用标准的总体要求，又兼具国际康复教育和实践的发展视野，且具有能力复合和角色融合的职业本科教育特征。在理论层面，可为建立我国标准化、国际化职业本科康复治疗专业“双师型”教师标准提供核心理论依据；在实践层面，可作为教师专业化培养、考核和评价的“行动地图”，为构建系统化的高端技能型康复人才培养体系提供关键参照。

关键词: “双师型”教师, 胜任力模型, 康复胜任力架构, 职业本科, 康复治疗专业

Abstract:

Objective To construct a competency model for "dual-qualified" teachers in vocational undergraduate rehabilitation therapy programs based on the World Health Organization's rehabilitation competency framework (RCF) and relevant domestic and international standards, and explore the training pathways for rehabilitation therapy teachers in China.

Methods Literature analysis and comparative research methods were employed to systematically review RCF, physiotherapist-education-framework-FINAL, the Minimum-Standards-for-the-Education-of-Occupational-Therapists, and the "dual-qualified" teacher standards in vocational education for China. Focusing on the characteristics of vocational undergraduate talent cultivation, it took the integration of the "educator-clinical rehabilitation therapist" dual roles as its starting point, combining rehabilitation industry competence with educator standards as its basic principle, and using RCF as its foundational dimension. It then integrated advanced competency dimensions required of vocational undergraduate teachers to form a dimensional framework. Following the systematic curriculum development concept of the work process, the core activities of each dimension were designed by combining, improving and expanding the concept integration method, and describing the ability characteristics in a graded and progressive manner, to construct a model.

Results This model was guided by the core concepts of three types of values ​​and four types of professional beliefs. Vertically, it encompassed 28 activities across eight competency dimensions, including teaching practice, rehabilitation practice, digital literacy, professionalism, learning and development, management and leadership, applied research, and social service. Horizontally, it encompassed 53 corresponding competency characteristics across three advanced levels (beginner, intermediate and advanced).

Conclusion This model, through its vertical dimension design and horizontal progressive development, clearly describes the advancement of vocational undergraduate rehabilitation therapy teachers from newly hired teachers to backbone teachers and professional leaders. It not only aligns with the general requirements of the national standards for "dual-qualified" teachers in higher vocational colleges in China, but also incorporates an international perspective on rehabilitation education and practice, and possesses the characteristics of vocational undergraduate education that integrates multiple abilities and roles. At the theoretical level, it provides core theoretical support for establishing standardized and internationalized "dual-qualified" teacher standards for vocational undergraduate rehabilitation therapy programs in China; at the practical level, it serves as an "action map" for teacher professional development, assessment and evaluation, providing a key reference for constructing a systematic high-end skilled rehabilitation talent training system.

Key words: "dual-qualified" teachers, competency model, rehabilitation competency framework, vocational undergraduate, rehabilitation therapy major

中图分类号: