基于世界卫生组织康复胜任力架构的教育康复学专业课程开发初探

doi:10.3969/j.issn.1006-9771.2023.11.004

Abstract

Abstract:

Objective To construct rehabilitation competency framework (RCF) of the speciality of education and rehabilitation (SER-RCF) based on World Health Organization RCF, to innovate the curriculum system.

Methods The competency for undergraduate level professionals in the speciality of education and rehabilitation were analyzed to develop curriculum using RCF theory and methodology.

Results Talent training was a kind of competency-based and outcome-based education. SER-RCF integrated the competencies and activities in the areas of professionalism, practice, learning and development, management and leadership, and research required for professional work in education and rehabilitation around core values and beliefs. It also designed the training objectives of the speciality of education and rehabilitation: to be ethical and correct, to be physically and mentally healthy, to have a solid foundation, to be sustainable, to be co-operative and enjoyable, and to be reflective and enquiring. SER-RCF played a central role in developing the curriculum system of rehabilitation, education and psychology, and practice.

Conclusion Reshaping the undergraduate level curriculum system of education and rehabilitation based on RCF is not only the implementation of the construction concept of new medicine and new liberal arts, but also can effectively connect with the international standard of rehabilitation higher education.

Key words: rehabilitation competency framework, speciality of education and rehabilitation, curriculum

CLC Number:

R49-4

HU Weibin, LIU Qiaoyun, ZHAO Hang, LU Haidan, ZHANG Yuhong, WANG Jie. Developing curriculum of speciality of education and rehabilitation using WHO rehabilitation competency framework[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1268-1275.

Figures/Tables 6

References 21

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领域	培养目标	二级指标及主要观测点	胜任力与行为	活动与任务
核心价值观与信念及专业精神	明德守正	国家认同：国家战略、社会需求道德法治：遵纪守法、注重伦理、合作共赢教康信念：儿童为本、质量为上	服务国家战略，遵守国家法律，恪守专业伦理；具备团队合作精神；以儿童及其家庭为中心	贯穿教育康复工作的全过程
实践胜任力	身心健康	身体健康：体育运动，生活作息心理健康：情绪管理，人际关系审美志趣：内容之美，形式之美	以积极的身心状态应对工作；采取严谨且有效的方法改善儿童功能障碍；在能力范围内工作	知情同意；建档；评估；计划；干预；评价；转介
实践胜任力	基础扎实	知识整合：学科基础，跨学科知识能力整合：评估技能，康复技能，课程开发，辅具研发	以积极的身心状态应对工作；采取严谨且有效的方法改善儿童功能障碍；在能力范围内工作	知情同意；建档；评估；计划；干预；评价；转介
学习与发展胜任力	持续发展	创新思维：反思总结，探索求新终身学习：持续学习，督导他人国际视野：人类文明，学科进展	持续学习与发展；支持他人的学习与发展；加强国际交流	管理自我专业发展；督导和培训他人
管理与领导胜任力	合作乐群	管理领导：团队协同，质量监测创业能力：战略思维，创业实践团队协作：协调患者、专家工作	提高教育康复团队内部管理和服务绩效；成为教育康复工作的推动者	管理团队及服务；监测和评估服务质量
研究胜任力	反思探究	批判思维：独立思考，不拘常规循证研究：文献综述、实证研究	在教育和康复实践中整合证据；强化教育康复循证研究	设计和实施研究方案；传播研究成果

课程	核心价值观与信念及专业精神	实践胜任力	学习与发展胜任力	管理与领导胜任力	研究胜任力
教育康复学导论	高度	中等	高度	高度	较低
特殊儿童生理与病理	高度	中等	高度	较低	中等
言语科学基础	中等	中等	高度	较低	高度
儿童语言发展	高度	中等	高度	较低	高度
语音学基础	中等	中等	高度	较低	高度
认知神经科学基础	中等	中等	高度	较低	高度
儿童康复听力学	高度	高度	中等	中等	高度
儿童语言康复学	高度	高度	中等	中等	高度
儿童认知康复学	高度	高度	中等	中等	高度
儿童运动康复学	高度	高度	中等	中等	高度
构音音系康复学	高度	高度	中等	中等	高度
应用行为分析	高度	高度	中等	高度	高度
康复管理与创新创业教育	高度	高度	中等	高度	中等

学习目标	笔试	口试	案例讨论	自我评价	同学评价	行为表现
学习动机的含义和分类	√	√		√
学习动机的理论	√	√			√
特殊儿童学习动机的特征	√	√				√
特殊儿童学习动机的激发策略	√		√
儿童中心		√		√		√
功能改善		√	√		√
团队合作				√	√	√

Developing curriculum of speciality of education and rehabilitation using WHO rehabilitation competency framework

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