【摘要】 针对专业认证中毕业要求12条，梳理与非技术能力有关的毕业要求;在非技术能力培养模式中，采用全过程的实践式教学模式，将非技术能力与技术能力培养同时融入教学环节中，构建定量评价和定性评价相融合的评价体系；针对常规的均值评价法不足以发现支撑教学目标的所有考核内容的达成情况，作者所在的认证工作小组基于大量教学数据分析总结并提出优率、中值、差率的“三元制”定量评价方法，可以反映教学过程中存在的问题，从而持续改进；其他素质方面的非技术能力评价采用互评打分、答辩研讨、问卷调查等定性评价方法，实现信息化支撑的学生非技术能力综合素质的评价。更多还原

【Abstract】 In response to 12 requirements for graduation in professional certification, graduation requirements related to nontechnical capabilities are sorted out. In the non-technical ability training mode, the full-process practical teaching mode is adopted to integrate non-technical and technical capabilities into the teaching process, constructing an evaluation system that combines quantitative and qualitative evaluation; in response to the fact that the conventional mean evaluation method is insufficient to detect the achievement of all assessment contents that support teaching objectives, the certification working group where the author is located has analyzed and summarized a large amount of teaching data, and proposed a quantitative evaluation method of "ternary-key-elements system of excellence, median, and difference", which can reflect the problems in the teaching process and continuously improve it; the evaluation of non-technical abilities in other aspects adopts qualitative evaluation methods such as peer evaluation scoring, defense discussions, and questionnaire surveys, to achieve the comprehensive evaluation of students’ non-technical abilities supported by information technology.更多还原