Theoretical Reconstruction and Practical Paradigm Analysis of "Curriculum-based Labor Education" in Higher Vocational Colleges from the Perspective of OBE Theory

DOI: https://doi.org/10.62517/jhve.202616103

Author(s)

Xiaoyan Zhang1,*, Aiqi Zhu2, Wei Lu2

Affiliation(s)

1Digital Finance and Trade College, Nantong Vocational University, Nantong, Jiangsu, China 2Digital Creativity College, Nantong Vocational University, Nantong, Jiangsu, China *Corresponding Author

Abstract

In view of the current practical predicaments in the curriculum implementation of labor education in higher vocational colleges, such as scattered goals, insufficient integration with professional skills training, and the virtualization of evaluation mechanisms, this study attempts to introduce the concept of outcome-based education (OBE) in an attempt to seek systematic solutions. The paper aims to go beyond the superficial understanding of simply equating labor education with labor or activity, and based on the characteristics of vocational education types, systematically explain the intrinsic fit of OBE and curriculum-based labor education in the three dimensions of demand-oriented, competency-based and continuous improvement. Based on this, the study follows OBE's core principles of reverse design, student-centered, continuous improvement and aims to construct a closed-loop paradigm model that starts logically from labor literacy output and runs through the entire process of goal setting - curriculum integration - implementation assurance - evaluation feedback. With the aim of providing a clear and feasible theoretical framework and action roadmap for higher vocational colleges to deepen the reform of curriculum labor education and effectively enhance the effectiveness of education.

Keywords

Outcome-Based Education; Higher Vocational Education; Curriculum Labor Education; Theoretical Reconstruction; Paradigm Model

References

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