《配送管理實(shí)務(wù)》課程整體設(shè)計(jì)新思路初探

文/王青燕

《配送管理實(shí)務(wù)》作為物流管理專業(yè)的核心課程，對(duì)物流人才的培養(yǎng)起著重要作用。該課程一般都設(shè)在高職院校物流管理專業(yè)的二年級(jí)，目前國(guó)內(nèi)大部分院?！杜渌凸芾韺?shí)務(wù)》課程內(nèi)容的設(shè)計(jì)要么遵循傳統(tǒng)的教學(xué)理念，將基本的配送理論知識(shí)模塊并行排列，模塊之間并無(wú)銜接關(guān)系；要么就是按照單純的工作過(guò)程或者是基于項(xiàng)目驅(qū)動(dòng)的工作過(guò)程來(lái)設(shè)計(jì)，這里的學(xué)習(xí)任務(wù)往往只是針對(duì)某一工作過(guò)程的背景資料，與企業(yè)真實(shí)情景的融合性、學(xué)習(xí)任務(wù)的完整性并未得以體現(xiàn)；學(xué)習(xí)任務(wù)之間的邏輯關(guān)系也沒(méi)有區(qū)分；傳統(tǒng)的課程設(shè)計(jì)和教學(xué)模式已無(wú)法適應(yīng)高職院校培養(yǎng)面向社會(huì)具有高素質(zhì)、高技能人才的需求。

本文結(jié)合《配送管理實(shí)務(wù)》課程改革實(shí)踐，提出了反映企業(yè)真實(shí)情景的、體現(xiàn)不同職業(yè)能力等級(jí)的工作任務(wù)驅(qū)動(dòng)下一種課程設(shè)計(jì)的新型的思路。

1.《配送管理實(shí)務(wù)》課程定位

《配送管理實(shí)務(wù)》課程來(lái)自實(shí)踐中的物流管理的基礎(chǔ)操作崗位——配送助理和操作崗位。通過(guò)企業(yè)調(diào)研和多次召開企業(yè)專家研討論證會(huì)，確定出該崗位的主要工作是從事單證處理、分揀與配貨、補(bǔ)貨、人員及車輛調(diào)配、送貨、退換貨等日常配送業(yè)務(wù)，并協(xié)助配送主管及經(jīng)理從事輔助支持性的配送工作。

2.課程總體設(shè)計(jì)思路

2.1 課程設(shè)計(jì)的理念與思路

在課程設(shè)計(jì)理念上，我們遵循了從實(shí)踐中來(lái)的原則，首先成立了由校外企業(yè)專家兼職的課程開發(fā)建設(shè)小組，全程參與課程開發(fā)設(shè)計(jì)的整個(gè)過(guò)程，共同制定課程開發(fā)計(jì)劃、共同開發(fā)課程、共同對(duì)課程進(jìn)行考核。

在對(duì)整個(gè)物流行業(yè)（主要是配送）進(jìn)行充分調(diào)研的基礎(chǔ)上，多次邀請(qǐng)嘉理大通物流公司北京分公司、中郵物流貨代中心、凡客誠(chéng)品如風(fēng)達(dá)、中鐵物流等多家物流企業(yè)的一線專家召開課程開發(fā)設(shè)計(jì)會(huì)議，對(duì)配送操作與助理崗位進(jìn)行工作任務(wù)和職業(yè)能力分析，獲得配送管理崗位人員應(yīng)具備的知識(shí)、能力、技術(shù)操作等工作內(nèi)容。根據(jù)工作內(nèi)容與要求確定出體現(xiàn)崗位職業(yè)綜合能力的學(xué)習(xí)目標(biāo)，我們對(duì)所調(diào)研的崗位工作內(nèi)容按照由簡(jiǎn)單到復(fù)雜進(jìn)行整理排序，按照學(xué)習(xí)內(nèi)容適當(dāng)高于工作內(nèi)容的原則將典型工作內(nèi)容轉(zhuǎn)化為學(xué)習(xí)內(nèi)容，具體課程設(shè)計(jì)思路如上圖1所示。

圖1 《配送管理實(shí)務(wù)》課程設(shè)計(jì)“四步”思路圖

2.2 基于能力等級(jí)不同的學(xué)習(xí)內(nèi)容整體設(shè)置

課程學(xué)習(xí)內(nèi)容設(shè)置的順序有一個(gè)主邏輯關(guān)系：學(xué)習(xí)任務(wù)整體按照實(shí)際工作情景中的崗位初步認(rèn)知—業(yè)務(wù)操作—規(guī)劃與決策能力順序設(shè)計(jì)，采取項(xiàng)目或任務(wù)設(shè)計(jì)思想，按照簡(jiǎn)單的綜合到復(fù)雜的綜合項(xiàng)目的螺旋式上升的方法排序，轉(zhuǎn)化為五大學(xué)習(xí)任務(wù)。其工作內(nèi)容與學(xué)習(xí)任務(wù)的轉(zhuǎn)化關(guān)系如下表1：

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2.3 學(xué)習(xí)任務(wù)設(shè)計(jì)思路

學(xué)習(xí)任務(wù)設(shè)計(jì)體現(xiàn)配送完整典型的工作過(guò)程，按照從具體到抽象、從特殊到一般的認(rèn)識(shí)規(guī)律，首先是學(xué)生對(duì)于配送基本工作崗位、配送基礎(chǔ)的簡(jiǎn)單認(rèn)知，這部分工作內(nèi)容轉(zhuǎn)化為學(xué)習(xí)任務(wù)一配送管理認(rèn)知；在此基礎(chǔ)上學(xué)生進(jìn)行配送基礎(chǔ)業(yè)務(wù)操作，涉及訂單處理、補(bǔ)貨、分揀與配貨、車輛調(diào)度與路線優(yōu)化、車輛配載、送貨、退換貨處理及配送成本的核算、分析與控制等環(huán)節(jié)，該部分內(nèi)容為學(xué)生學(xué)習(xí)的重點(diǎn)內(nèi)容，轉(zhuǎn)化為任務(wù)二單一客戶小批量、多品種配送，任務(wù)三多客戶大批量，少品種配送，任務(wù)四多客戶多品種、小批量配送三部分學(xué)習(xí)內(nèi)容；最高層次的配送規(guī)劃的工作內(nèi)容是為學(xué)生未來(lái)職業(yè)生涯規(guī)劃發(fā)展的需要而設(shè)計(jì)的，該項(xiàng)內(nèi)容轉(zhuǎn)化為任務(wù)五配送中心的規(guī)劃設(shè)計(jì)，其具體的項(xiàng)目設(shè)計(jì)如下圖2所示：

圖2 《配送管理實(shí)務(wù)》項(xiàng)目設(shè)計(jì)

學(xué)習(xí)任務(wù)在設(shè)計(jì)時(shí)遵循了以下原則：

（1） 學(xué)習(xí)任務(wù)體現(xiàn)了完整共同的工作過(guò)程

學(xué)習(xí)任務(wù)是經(jīng)過(guò)企業(yè)調(diào)研、專家論證之后，將來(lái)源于企業(yè)的工作內(nèi)容經(jīng)過(guò)教學(xué)化改造后，轉(zhuǎn)化為典型的學(xué)習(xí)任務(wù)。這些典型的學(xué)習(xí)任務(wù)具有共同的工作過(guò)程。如配送業(yè)務(wù)操作涉及的三個(gè)學(xué)習(xí)任務(wù)中，“單客戶小批量、多品種配送”以新建的北信配送中心接到便利店訂單開始，按照簡(jiǎn)單的訂單處理、簡(jiǎn)單分揀、路線優(yōu)化、貨物運(yùn)送及貨物送達(dá)順序等簡(jiǎn)單配送業(yè)務(wù)流程依次進(jìn)行；“多客戶大批量、小品種配送”以初具規(guī)模的北信配送中心一天中接到不同時(shí)段較多客戶不同形式的訂單開始，按照較復(fù)雜的訂單處理、復(fù)雜分揀、復(fù)雜的路線優(yōu)化、調(diào)度、配載、貨物運(yùn)送與送達(dá)、配送成本核算的流程等較復(fù)雜的配送流程依次進(jìn)行。

（2）項(xiàng)目設(shè)計(jì)注重學(xué)生未來(lái)職業(yè)生涯發(fā)展的趨向和企業(yè)要求，注重培養(yǎng)學(xué)生的可持續(xù)發(fā)展能力

考慮到學(xué)生未來(lái)職業(yè)發(fā)展的需要，在設(shè)計(jì)學(xué)習(xí)內(nèi)容時(shí)，適當(dāng)增加難度和復(fù)雜度，以滿足學(xué)生到企業(yè)后更好的發(fā)展空間；如學(xué)習(xí)任務(wù)“配送中心的規(guī)劃設(shè)計(jì)”是考慮到高職畢業(yè)后在企業(yè)工作三到五年后的上升需要而設(shè)置的；對(duì)于企業(yè)來(lái)說(shuō)，它不僅僅需要具有基礎(chǔ)操作能力的配送業(yè)務(wù)人員，更需要具備一定規(guī)劃管理能力的高層次人員。

（3）課程內(nèi)容體現(xiàn)由簡(jiǎn)單到復(fù)雜的整體性思想，符合學(xué)習(xí)者認(rèn)知

不同的學(xué)習(xí)任務(wù)之間雖有共同的配送業(yè)務(wù)流程，但是復(fù)雜性依次增加，呈現(xiàn)螺旋式上升的邏輯結(jié)構(gòu)，符合學(xué)習(xí)者的認(rèn)知規(guī)律。

例如“單客戶多品種大批量配送”這一學(xué)習(xí)任務(wù)，按照簡(jiǎn)單的訂單處理（接單、信息確認(rèn)、建立客戶檔案、訂單資料輸入、單一訂單分配存貨、輸出訂單數(shù)據(jù)）、分揀（分揀方式）、標(biāo)號(hào)法路線優(yōu)化、貨物運(yùn)送（考查調(diào)度的原則）及貨物送達(dá)順序依次進(jìn)行；而“多客戶大批量、小品種配送”這一學(xué)習(xí)任務(wù)，按照較復(fù)雜的訂單處理（多訂單存貨分配、計(jì)算揀取標(biāo)準(zhǔn)時(shí)間、進(jìn)行訂單進(jìn)度追蹤）、分揀（分揀策略）、圖上作業(yè)法路線優(yōu)化、經(jīng)驗(yàn)調(diào)度法和運(yùn)輸定額法調(diào)度、配載（手工計(jì)算）、貨物運(yùn)送與送達(dá)、配送成本核算的流程依次進(jìn)行，學(xué)習(xí)者通過(guò)操作復(fù)雜性不同的項(xiàng)目，達(dá)到深入理解配送流程的目的。

2.4 具體的學(xué)習(xí)活動(dòng)設(shè)計(jì)

每個(gè)工作學(xué)習(xí)任務(wù)又根據(jù)實(shí)際工作和教學(xué)需要?jiǎng)澐譃槿舾蓪W(xué)習(xí)活動(dòng)，每個(gè)學(xué)習(xí)活動(dòng)都設(shè)計(jì)了具體的知識(shí)與技能要求，并將配送管理知識(shí)與理論嵌入各個(gè)相關(guān)工作項(xiàng)目中，融入實(shí)際的配送工作過(guò)程中，構(gòu)建了理論、實(shí)踐一體化教學(xué)的內(nèi)容體系。這樣學(xué)生學(xué)習(xí)的都是非常具體的整體化的內(nèi)容，并且難度不斷加大，學(xué)生的能力螺旋式上升。上述配送內(nèi)容學(xué)會(huì)了，學(xué)生自己進(jìn)行總結(jié)提升，舉一反三、觸類旁通，能夠從事不同類型的配送業(yè)務(wù)。

3.《配送管理實(shí)務(wù)》課程評(píng)價(jià)設(shè)計(jì)

3.1 《配送管理實(shí)務(wù)》課程考核的特點(diǎn)

（1）評(píng)價(jià)內(nèi)容：結(jié)合課程目標(biāo)進(jìn)行能力評(píng)價(jià)《配送管理實(shí)務(wù)》考核的內(nèi)容與課程目標(biāo)、專業(yè)定位相吻合，既然課程目標(biāo)體現(xiàn)的是綜合職業(yè)能力與職業(yè)素質(zhì)，那么學(xué)生進(jìn)行項(xiàng)目操作時(shí)，注重從項(xiàng)目小組分工配合、個(gè)人自主性、數(shù)據(jù)的正確性、解決問(wèn)題的步驟是否清晰、方法是否得當(dāng)、表單設(shè)計(jì)填寫的規(guī)范性完整性、與人溝通協(xié)作能力、口頭的語(yǔ)言表達(dá)能力、問(wèn)題分析能力等各方面進(jìn)行綜合考核。

（2）評(píng)價(jià)方式：采用多元化評(píng)價(jià)模式，過(guò)程與階段相結(jié)合，知識(shí)與能力并重 考核將能力與知識(shí)并重，過(guò)程與階段結(jié)合。期中、期末考試側(cè)重理論知識(shí)和案例分析以及處理解決實(shí)際問(wèn)題的計(jì)劃、分析、應(yīng)變能力的檢驗(yàn)。實(shí)踐操作考核時(shí)，以學(xué)生上交的學(xué)習(xí)工作頁(yè)、業(yè)務(wù)處理報(bào)告、調(diào)研報(bào)告、匯報(bào)材料、小組總結(jié)作為考核依據(jù)，并相應(yīng)考察學(xué)生平時(shí)過(guò)程表現(xiàn)。

每個(gè)項(xiàng)目操作完成之后都要求有教師及組長(zhǎng)對(duì)于團(tuán)隊(duì)整體表現(xiàn)及個(gè)人的學(xué)習(xí)任務(wù)過(guò)程評(píng)價(jià)記錄，做到有據(jù)可考，這種方法促進(jìn)了全體學(xué)生的學(xué)習(xí)興趣和合作精神的培養(yǎng)。

（3）評(píng)價(jià)主體：引入行業(yè)或企業(yè)考核標(biāo)準(zhǔn)，以理論教師和企業(yè)兼職教師共同進(jìn)行評(píng)價(jià)作為評(píng)價(jià)學(xué)生標(biāo)準(zhǔn)的重要組成部分，在課程考核上引入行業(yè)或企業(yè)的考核標(biāo)準(zhǔn)，企業(yè)兼職教師至少參與一次對(duì)學(xué)生項(xiàng)目操作成果的評(píng)價(jià)。

3.2 課程評(píng)價(jià)方案

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