基于世界卫生组织康复胜任力架构开发高等职业院校言语听觉康复技术专业核心课程：理论架构和方法

doi:10.3969/j.issn.1006-9771.2024.11.001

Abstract

Abstract:

Objective To analyze the core curricula framework of speech-language-hearing rehabilitation technology in vocational colleges, and formulate the course objectives, content and teaching methods. By constructing competency-oriented curricula, it is aimed to develop comprehensive competencies among students, and ensure they can meet diverse service needs.

Methods WHO rehabilitation competency framework (RCF) 5+2 structure was adopted to systematically analyze the objectives, content, instruction and evaluation approaches of eight core curricula in speech-language-hearing rehabilitation technology at vocational colleges. By incorporating international standards from International Association of Logopedics and Phoniatrics and American Speech-Language-Hearing Association, the core curricula framework was designed to meet the educational needs in China. A contextualized teaching method that emphasizes the integration of theory and practice was employed to ensure the comprehensive development of students' knowledge, skills, and professional competencies.

Results A curricula framework that integrating theory with practice was established using RCF, covering various aspects from assessment to rehabilitation interventions. The content of eight core curricula and the corresponding rehabilitation competencies were systematically analyzed using RCF, thereby systematic course objectives, content and teaching methods were constructed. This curricula framework encompassed core knowledge, skills and competencies in rehabilitation sciences, in order to ensure that students were equipped to handle complex service situations.

Conclusion It is valuable to develop the competency-based core curricula for speech-language-hearing rehabilitation technology using RCF, for advancing competency-oriented vocational education. These curricula not only align with the current demand for highly skilled professionals in the rehabilitation industry, but also lay a foundation for students' continuous professional development. By emphasizing practical skills and interdisciplinary collaboration, the courses enable students to effectively function in dynamic rehabilitation environments, meeting diverse rehabilitation needs.

Key words: rehabilitation competency framework, speech-language-hearing rehabilitation, core curricula

CLC Number:

R49-4

LIANG Yongsheng, LIANG Fei, ZHAN Huiling, LI Qunqun, WANG Dan. Developing core curricula of speech-language-hearing rehabilitation technology in vocational colleges based on WHO rehabilitation competency framework: conceptual framework and approaches[J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(11): 1241-1247.

Figures/Tables 2

Table 1

Content and related competency of core curricula of speech-language-hearing rehabilitation technology in vocational colleges"

课程名称	胜任力	知识 (专业知识+专门知识)	技能 (专业技术+专业技能)	课程模块和内容
听力检测与诊断技术	实践、专业精神、学习与发展、管理与领导力、研究	听力学基础、行为测听和耳声发射的原理	掌握行为测听和耳声发射的操作技巧，能够正确诊断听力损失	听力评估方法、听力损失的分类与诊断，听力评估的技术操作与数据分析，评估结果解读
助听器验配技术	实践、专业精神、学习与发展、管理与领导力、研究	助听器类型及原理、听力损失补偿原理	具备助听器验配与调试能力，能够为不同类型的患者提供助听器解决方案	助听器选配、验配与调试技术，助听器调试设备的使用与患者管理，助听器故障排查与解决方法
听觉障碍康复技术	实践、专业精神、学习与发展、管理与领导力、研究	听觉康复理论、助听设备的使用及维护	能够实施听觉训练，使用助听设备为患者提供康复支持	听觉训练策略、助听设备的使用与保养，听觉康复计划制定与实施，患者的训练效果评估
嗓音障碍康复技术	实践、专业精神、学习与发展、管理与领导力、研究	嗓音解剖与生理、嗓音评估和康复技术	掌握发声训练方法，能够评估嗓音问题并提供治疗建议	嗓音评估方法、嗓音康复和发声训练技术，嗓音障碍的康复技术应用，嗓音训练方案的设计与评估
构音障碍康复技术	实践、专业精神、学习与发展、管理与领导力、研究	构音机制、发音障碍的分类与诊断	具备发音障碍的评估与干预技能，能够制定个性化的康复方案	发音障碍的评估、发音训练方法、多学科协作的康复策略，发音障碍的多层面评估与矫正
儿童语言障碍康复技术	实践、专业精神、学习与发展、管理与领导力、研究	儿童语言发育理论、语言障碍类型及评估	能够评估儿童语言障碍，提供语言刺激和互动训练	儿童语言障碍的评估、干预方法、互动技巧，儿童语言发展评估及矫正措施，早期语言干预策略
失语症康复技术	实践、专业精神、学习与发展、管理与领导力、研究	失语症的类型与病理、语言恢复的机制	掌握失语症评估工具，能够设计并实施言语和语言恢复计划	失语症的评估、语义训练、语法重建方法，失语症康复的个性化计划设计，语言康复训练的实施与评估
吞咽障碍康复技术	实践、专业精神、学习与发展、管理与领导力、研究	吞咽解剖与生理、吞咽障碍的原因与评估	具备评估吞咽障碍和提供干预的方法，能够跨学科团队合作实施康复	吞咽障碍的评估、康复训练、跨学科团队协作的康复方案，吞咽功能检查与障碍康复的操作技术，患者吞咽训练效果的监测与调整

Table 1

Table 2

Objective and content of eight core courses of speech-language-hearing rehabilitation technology designed based on RCF"

课程名称	课程目标				对应的IALP和ASHA课程内容	教学与学习活动
课程名称	胜任力目标	活动目标	知识目标	技能目标	对应的IALP和ASHA课程内容	教学与学习活动
听力检测与诊断技术	掌握听力检测与评估的标准化流程	参与听力评估并准确记录结果	了解听力学基础与听力评估的类型	能够使用行为测听和耳声发射工具	ASHA听力评估标准化流程、IALP听力检测指导	讲解、课堂练习、设备操作实训
助听器验配技术	掌握助听器的选配与调试技能	为患者选择并验配适合的助听器	了解助听器的类型及其适应症	能够调试助听器并解决常见问题	ASHA助听器验配规范、IALP助听设备管理指导	讲解、助听器调试练习、角色扮演、患者管理模拟
听觉障碍康复技术	实施听觉训练和康复计划	为听障患者制定个性化的听觉康复方案	掌握听觉康复的基本理论与设备使用方法	实施听觉训练并评估康复效果	IALP听觉康复课程、ASHA听觉训练策略	讲解、康复计划制定、设备操作与维护、康复过程模拟
嗓音障碍康复技术	评估并干预嗓音障碍	参与嗓音评估并制定训练计划	了解嗓音解剖与发声机制	掌握发声训练和嗓音康复方法	ASHA嗓音障碍干预标准、IALP嗓音康复技术	讲解、嗓音评估与训练、案例分析、实践练习
构音障碍康复技术	制定构音障碍的干预措施	参与构音障碍评估并实施矫正训练	掌握构音障碍的分类与评估技术	实施发音训练并多学科协作	IALP构音障碍评估、ASHA发音矫正指导	讲解、口腔运动练习、跨学科合作模拟、构音矫正训练
儿童语言障碍康复技术	评估儿童语言障碍并提供干预	参与儿童语言障碍的评估和制定干预方案	掌握儿童语言发育理论与评估方法	能够进行儿童语言障碍的筛查和干预	ASHA儿童语言干预标准、IALP儿童语言发育指导	讲解、儿童语言评估练习、早期干预模拟、互动技巧训练
失语症康复技术	设计并实施失语症康复计划	帮助患者恢复语言功能	了解失语症的类型及其病理机制	掌握语义训练和句法恢复方法	ASHA失语症康复标准、IALP失语症治疗方法	讲解、语言恢复模拟、个性化训练计划制定与评估
吞咽障碍康复技术	评估吞咽障碍并提供有效干预	参与吞咽功能的检查与康复训练	了解吞咽的解剖生理与障碍原因	掌握吞咽评估与康复训练方法	IALP吞咽障碍评估、ASHA吞咽功能康复标准	讲解、吞咽功能演练、康复训练计划制定、跨学科协作模拟

Table 2

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Developing core curricula of speech-language-hearing rehabilitation technology in vocational colleges based on WHO rehabilitation competency framework: conceptual framework and approaches

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