Investigation and research on the current situation of professional literacy and craftsman spirit in mathema-tics classes for secondary vocational school students——taking the computer major as an example
中职生数学课堂中职业素养与工匠精神现状的调查研究——以计算机专业为例

摘要

本研究旨在系统调查计算机专业中职生在数学课堂中表现出的职业素养与工匠精神现状。结合国家《职业教育改革实施方案》对高素质技术技能人才培养的要求，针对计算机专业数学教学与专业应用脱节、素养培育功能未充分发挥的现实问题，采用《中职生数学课堂职业素养与工匠精神现状调查问卷》、访谈法和课堂观察法，对某中职学校285名计算机专业学生进行调查分析，回收有效问卷273份，有效回收率95.8%。结果显示：（1）计算机专业中职生在“严谨规范”维度表现相对最佳（M=3.82），但在 “精益求精”（M=3.21）与“探索创新”（M=2.97）维度表现较弱；（2）高年级学生在“逻辑思维”和“系统思维”维度上显著优于低年级学生（p<0.01）；（3）学生普遍认同职业素养的重要性（M=4.15），但认为当前数学教学与之结合不够紧密（M=2.89）；（4）教学内容关联度不足、教学方法缺乏创新、评价方式单一是主要制约因素。结论表明，计算机专业中职生职业素养与工匠精神总体处于中等水平，维度发展不均衡，教学改革需聚焦高阶素养培育，强化数学与专业的融合。

Abstract

This study aims to systematically investigate the current state of vocational literacy and craftsmanship spirit demonstrated by computer science specialty secondary vocational students in mathematics classrooms. Aligning with the requirements for cultivating high-quality skilled talents outlined in the national Implementation Plan for Vocational Education Reform, and addressing the practical issues of the disconnect between mathematics teaching in computer science specialties and professional application, as well as the insufficient development of literacy cultivation functions, this research employed the Questionnaire on the Current State of Vocational Literacy and Craftsmanship Spirit in Mathematics Classrooms for Secondary Vocational Students, supplemented by interview methods and classroom observation. Data was collected and analyzed from 285 computer science specialty students at a secondary vocational school, resulting in 273 valid questionnaires and an effective response rate of 95.8%. The results indicate that: (1) Computer science specialty secondary vocational students performed relatively best in the "Rigorous Norms" dimension (M=3.82), but showed weaker performance in the "Continuous Improvement" (M=3.21) and "Exploration and Innovation" (M=2.97) dimensions. (2) Higher-grade students significantly outperformed lower-grade students in the "Logical Thinking" and "Systems Thinking" dimensions (p<0.01). (3) Students generally recognized the importance of vocational literacy (M=4.15), but perceived a weak connection between current mathematics teaching and its cultivation (M=2.89). (4) The main constraining factors were insufficient relevance of teaching content, lack of innovation in teaching methods, and single-dimensional evaluation approaches. The conclusion suggests that the overall level of vocational literacy and craftsmanship spirit among computer science specialty secondary vocational students is moderate, with uneven development across dimensions. Teaching reform needs to focus on cultivating higher-order competencies and strengthening the integration of mathematics with the professional specialty.