作者认为，对于创新能力内涵的界定、结构内容的定位及培养方法，应当针对办学层次特点进行区分。OSCEA培养策略正是针对技校生创新能力的界定和“三维”结构，以基础内化和发展整合为着眼点确定的。具体内容为：目标定位、专业先导、课堂为主、环境为辅、评价为反锁、激励和导 The author believes that for the definition of the connotation of innovation ability, the structure of the content of the positioning and training methods should be differentiated for the characteristics of school-level. The cultivation strategy of OSCEA precisely aims at defining the innovation ability and “three-dimensional” structure of technical school students, focusing on internalization and development integration. Specific content: target orientation, professional leadership, classroom-based, supplemented by the environment, evaluation of anti-lock, incentives and guidance