论文部分内容阅读
2003年劳动部发布职业汉语能力测试,并把职业汉语能力置于我国核心能力体系的第一位。高职院校通过原现代汉语课改革为职业汉语课以提高学生母语沟通能力;确定职业语言运用能力的培养目标、四个维度的教学目的;引进行动导向教学法,依据“ODPAE五步训练法”实施教学。职业汉语能力发展后带来其他核心能力、专业能力和通用能力的发展链,从而依托职业汉语能力发展构建“核心能力和职业技能并重”的高职人才培养模式。
In 2003, the Ministry of Labor issued the Occupational Chinese Proficiency Test and put the occupational Chinese proficiency at the top of China’s core competence system. Vocational colleges through the reform of the original Chinese class for the occupation of Chinese classes to improve students’ ability to communicate in the mother tongue; to determine the training objectives of professional language ability, four dimensions of teaching purposes; the introduction of action-oriented teaching method, based on “ODPAE five-step training Act ”implementation of teaching. The development of occupational Chinese proficiency brings about a development chain of other core competencies, professional capabilities and common competencies so as to rebuild the vocational talents training mode of “core competencies and vocational skills” based on the development of occupational Chinese proficiency.