石家庄学院学报

物联网工程属新工科专业，其课程体系技术快速迭代、需求多变的行业实际脱节，现有培养体系难以满足产业人才需求。以《计算学科课程体系规范2020》(CC2020)胜任力模型等多项标准为依据，提出“多标准融合”思路。首先，运用DACUM(Developing A Curriculum)法开展产业人才需求分析，结合职业能力标准与专业认证标准提炼核心职业能力要素；其次，将职业能力进行解构，并系统映射到知识领域（知道是什么）、技能水平（知道怎么做）与品行素养（知道为什么）3个标准维度；最后，依据能力进阶规律与专业内在逻辑，构建了面向物联网专业的“四域—三维—六层”的职业能力框架，进而完成模块化课程集群设计。

IoT Engineering is an emerging engineering major. Its curriculum system is disconnected from the industrial reality featuring rapidly updated technologies and changing market demands, and the current talent training system can hardly meet the talent needs of the industry. Based on multiple standards such as the competency model specified in Computing Curricula 2020(CC2020), this paper proposes the idea of "multi-standard integration". Firstly, the DACUM(Developing A Curriculum) method is adopted to analyze industrial talent demands,and core vocational competency elements are refined in combination with vocational competency standards and professional accreditation standards. Secondly, vocational competencies are deconstructed and systematically mapped to three normative dimensions: knowledge domain(knowing what), skill level(knowing how), and professional literacy(knowing why). Finally, in accordance with the law of competency progression and the internal logic of the major, a "four domains-three dimensions-six layers" vocational competency framework tailored for the IoT Engineering major is constructed, and the design of modular curriculum clusters is further completed. The research findings provide a curriculum development paradigm with agile response, clear standards and sustainable optimization for emerging engineering majors.