随着我国经济社会的快速发展和产业结构的不断升级，社会对人才的需求发生了深刻变化。应用型本科高校作为培养高素质应用型人才的重要阵地，肩负着为区域经济社会发展提供人才支撑和智力支持的重要使命。当下，职业领域对人才的需求早已突破单纯专业知识的范畴，转而对职业素质的综合性与适配性提出了极高要求。在此背景下，《基于职业素质的应用型本科高校素质教育课程模式研究》这一专著应势而生，旨在为应用型本科教育的革新发展提供关键助力，探索契合时代需求的素质教育新路径。
随着应用型本科教育规模的不断拓展，其在人才培养过程中暴露出的问题也逐渐凸显。传统的素质教育课程模式在应对复杂多变的职业环境时，表现出明显的滞后性。课程内容与职业实际需求的错位，使得学生在踏入职场后，往往需要经历漫长的适应期才能将所学知识应用于工作实践。教学方式的单一，限制了学生综合能力与创新思维的发展，难以全方位塑造学生的职业素养。此外，评价体系的不完善，导致对学生职业素质的考核有失偏颇，无法精准反映学生的真实能力水平。
本书紧扣时代脉搏，以职业素质为切入点，深入剖析应用型本科高校素质教育课程模式。通过对职业素质相关概念、内涵结构以及大学生职业素质教育意义的阐述，明确了职业素质在人才培养中的核心地位。在探究职业素质与素质教育课程关系时，从学理性、目标与原则以及第二课堂教学框架构建等方面，为课程模式的重构提供了坚实的理论依据与实践指引。基于职业素质，对素质教育课程的目标、评价以及内容展开全面且深入的研究是本书的重点。在课程目标层面，详细阐述了取向理论支撑、设计思路、设定方法以及评价体系，确保课程目标紧密贴合职业需求，兼具科学性与前瞻性。在课程内容方面，分别从德育、智育、体育、美育、劳育五大维度，探讨如何基于职业素质优化课程设置，实现全方位育人。尤为值得一提的是，本书精心选取并深入剖析了一系列基于职业素质的素质教育课程实践案例。这些案例涵盖了德育、智育、体育心育、美育、劳育等各个领域，通过对实践过程的详细描述与经验总结，为应用型本科高校提供了极具参考价值的实操范例，有助于推动理论研究成果向实际教学应用的有效转化。应用型本科高校素质教育课程模式的改革创新，是一项涉及教育理念更新、课程体系重构、教学方法优化以及评价体系完善等多方面的系统工程。我们衷心期望本书能够为广大教育工作者、教育管理者以及关注应用型本科教育发展的各界人士提供有益的启示与借鉴，激发更多关于素质教育课程模式的深入思考与积极探索。同时，也期待通过各方的共同努力，推动应用型本科教育在人才培养质量上实现质的飞跃，为社会输送更多具备卓越职业素质的优秀人才。尽管我们在研究过程中付出了诸多努力，但由于应用型本科教育改革的复杂性以及作者自身能力的局限，书中难免存在不足之处。恳请各位专家、学者和广大读者批评指正，以便我们在后续的研究中不断完善。
编者
2025 年 10 月
第一章 职业素质概述 ············································································· 1
第一节职业素质的相关概念··············································································· 1
第二节职业素质的内涵与结构···········································································12
第三节大学生职业素质教育的意义·····································································19
第二章 职业素质与素质教育课程的 关系 ·················································· 25
第一节基于职业素质重构素质教育课程的学理性···················································26
第二节基于职业素质重构素质教育课程的目标与 原则 ··········································· 33
第三节构建协同合作的第二课堂教学框架····························································36
第三章 基于职业素质的素质教育课程目标与评价 ······································· 43
第一节基于职业素质的素质教育课程目标取向理论 支撑 ········································ 44
第二节基于职业素质的素质教育课程目标设计······················································49
第三节基于职业素质的素质教育课程目标设定······················································58
第四节基于职业素质的素质教育课程目标评价······················································69
第四章 基于职业素质的素质教育课程内容 ················································ 72
第一节基于职业素质的德育课程········································································72
第二节基于职业素质的智育课程········································································98
第三节基于职业素质的体育课程······································································ 113
第四节基于职业素质的美育课程······································································ 128
第五节基于职业素质的劳育课程······································································ 142
第五章 基于职业素质的素质教育课程实践案例 ·········································154
第一节德育课程探索与实践············································································ 160
第二节智育课程探索与实践············································································ 173
第三节体育心育课程探索与实践······································································ 198
第四节美育课程探索与实践············································································ 206
第五节劳育课程探索与实践············································································ 224
参考文献 ·····························································································233
主 审：谭明术 王建东
主 编：夏冬梅 邹春霞
副主编：张琼 李鹏 郭晓伟
参 编：刘加 覃华伟 易云丽 曾艳灵 李佳蔚
庞惠瀛 袁容 杨双溢 文雄