中國教育在線
科研(yan)(yan)(yan)論(lun)文(wen)是(shi)(shi)科學(xue)(xue)研(yan)(yan)(yan)究(jiu)(jiu)成(cheng)果(guo)的(de)重(zhong)(zhong)(zhong)要展現形式，學(xue)(xue)術期刊是(shi)(shi)匯聚科研(yan)(yan)(yan)成(cheng)果(guo)、引領科技創(chuang)新、推動文(wen)化(hua)傳承(cheng)的(de)主要載體，是(shi)(shi)科學(xue)(xue)研(yan)(yan)(yan)究(jiu)(jiu)和(he)創(chuang)新體系(xi)的(de)重(zhong)(zhong)(zhong)要組成(cheng)部分(fen)。在職(zhi)(zhi)業(ye)教育領域(yu)，教育類(lei)核心期刊尤其是(shi)(shi)職(zhi)(zhi)業(ye)教育類(lei)核心期刊是(shi)(shi)職(zhi)(zhi)業(ye)教育研(yan)(yan)(yan)究(jiu)(jiu)成(cheng)果(guo)的(de)重(zhong)(zhong)(zhong)要展示(shi)、交流平臺(tai)，同時，也(ye)是(shi)(shi)觀(guan)察和(he)分(fen)析(xi)職(zhi)(zhi)業(ye)教育研(yan)(yan)(yan)究(jiu)(jiu)現狀與(yu)趨勢(shi)的(de)重(zhong)(zhong)(zhong)要窗口(kou)。以教育期刊為基(ji)礎，對職(zhi)(zhi)業(ye)教育科研(yan)(yan)(yan)論(lun)文(wen)進(jin)行統(tong)計(ji)、分(fen)析(xi)，總結研(yan)(yan)(yan)究(jiu)(jiu)者、研(yan)(yan)(yan)究(jiu)(jiu)機構和(he)研(yan)(yan)(yan)究(jiu)(jiu)熱點(dian)的(de)分(fen)布與(yu)變化(hua)，梳(shu)理、歸(gui)納研(yan)(yan)(yan)究(jiu)(jiu)成(cheng)果(guo)與(yu)理論(lun)觀(guan)點(dian)，對推進(jin)職(zhi)(zhi)業(ye)教育實(shi)踐與(yu)研(yan)(yan)(yan)究(jiu)(jiu)的(de)高(gao)水(shui)平互動，實(shi)現職(zhi)(zhi)業(ye)教育高(gao)質量發展和(he)學(xue)(xue)科建(jian)設具有特殊而重(zhong)(zhong)(zhong)要的(de)意義。
本次職業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)科研論(lun)文(wen)(wen)統計范圍為2023年27家(jia)教(jiao)(jiao)(jiao)(jiao)育(yu)類中(zhong)(zhong)文(wen)(wen)核(he)(he)心期刊，即《職教(jiao)(jiao)(jiao)(jiao)論(lun)壇》《中(zhong)(zhong)國職業(ye)(ye)技術教(jiao)(jiao)(jiao)(jiao)育(yu)》《職業(ye)(ye)技術教(jiao)(jiao)(jiao)(jiao)育(yu)》《教(jiao)(jiao)(jiao)(jiao)育(yu)與職業(ye)(ye)》4家(jia)被《中(zhong)(zhong)文(wen)(wen)核(he)(he)心期刊要目總(zong)覽》(2023年版)收錄(lu)的(de)職業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)類中(zhong)(zhong)文(wen)(wen)期刊(以(yi)下簡(jian)稱“4家(jia)職教(jiao)(jiao)(jiao)(jiao)核(he)(he)心期刊”)，以(yi)及23家(jia)教(jiao)(jiao)(jiao)(jiao)育(yu)類中(zhong)(zhong)文(wen)(wen)核(he)(he)心期刊(以(yi)下簡(jian)稱“23家(jia)高(gao)教(jiao)(jiao)(jiao)(jiao)核(he)(he)心期刊”)。
2023年(nian)4家職教核(he)心期(qi)刊共發文(wen)1560篇，與上年(nian)相比刊文(wen)數(shu)量(liang)略有下(xia)降(jiang)。2019—2023年(nian)5年(nian)間，刊文(wen)總量(liang)呈持續(xu)下(xia)降(jiang)態(tai)勢，但每年(nian)的下(xia)降(jiang)幅度不一(yi)。(見圖1)這(zhe)一(yi)定程度上反(fan)映出(chu)在推(tui)進期(qi)刊繁榮發展、建設高質量(liang)品牌期(qi)刊背景下(xia)，各編(bian)輯部(bu)注重學術質量(liang)、創建精品期(qi)刊的改革實(shi)踐，也顯示了國家相關政(zheng)策(ce)在規范學術出(chu)版(ban)秩(zhi)序、優化(hua)學術環境方面所產生的積極(ji)作用(yong)。
本次(ci)統計剔(ti)除(chu)期(qi)(qi)刊(kan)中的(de)卷(juan)首語、筆談(tan)、資(zi)訊報(bao)告等文(wen)獻信息以及其他非學術文(wen)章共(gong)計177篇(pian)(pian)，獲得有效職(zhi)教科研(yan)(yan)(yan)論文(wen)1383篇(pian)(pian)，23家高教核心期(qi)(qi)刊(kan)中有關職(zhi)教科研(yan)(yan)(yan)論文(wen)共(gong)142篇(pian)(pian)。匯總之后(hou)，本次(ci)統計分析的(de)樣本職(zhi)教科研(yan)(yan)(yan)論文(wen)為1525篇(pian)(pian)。
一、穩定的場域：職教科研論文發文機構分析
本(ben)次統計采用2023年6月(yue)教育部公布(bu)的全國高等(deng)學校(xiao)(xiao)(不包含(han)港(gang)澳臺地區(qu))名單，共計3072所，其中，普(pu)通高等(deng)學校(xiao)(xiao)2820所，含(han)本(ben)科(ke)院校(xiao)(xiao)1275所、高職(zhi)(專科(ke))院校(xiao)(xiao)1545所；成人(ren)高等(deng)學校(xiao)(xiao)252所。
(一)2023年各類型高校(xiao)發文(wen)總體情況
2023年共(gong)有412所高校(xiao)(xiao)在上述27家統計源刊(kan)上發表職教科研論文(wen)1326篇，占全部(bu)普(pu)通高校(xiao)(xiao)總數的(de)(de)14.61%。各類型(xing)高校(xiao)(xiao)的(de)(de)發文(wen)情況(kuang)如表1所示(shi)，公(gong)辦(ban)本科院校(xiao)(xiao)的(de)(de)貢獻(xian)比例(li)是公(gong)辦(ban)高職(專(zhuan)科)院校(xiao)(xiao)的(de)(de)1.52倍，公(gong)辦(ban)本科高校(xiao)(xiao)是職教科研論文(wen)的(de)(de)主要(yao)生產者(zhe)。
從校(xiao)(xiao)均(jun)發文來看，公辦本科院(yuan)(yuan)校(xiao)(xiao)校(xiao)(xiao)均(jun)發文4.85篇(pian)，高(gao)于公辦高(gao)職(專科)院(yuan)(yuan)校(xiao)(xiao)的(de)2.27篇(pian)、民辦本科院(yuan)(yuan)校(xiao)(xiao)的(de)1.63篇(pian)和民辦高(gao)職(專科)院(yuan)(yuan)校(xiao)(xiao)的(de)1.13篇(pian)。
從重點建(jian)(jian)(jian)(jian)設(she)(she)院(yuan)校(xiao)的(de)(de)發(fa)(fa)文(wen)(wen)(wen)情(qing)況來(lai)看，“雙一流(liu)”建(jian)(jian)(jian)(jian)設(she)(she)高(gao)校(xiao)和“雙高(gao)計劃(hua)”建(jian)(jian)(jian)(jian)設(she)(she)學(xue)校(xiao)是職教科研論文(wen)(wen)(wen)的(de)(de)突(tu)出貢獻力量(liang)(liang)。2023年共有48所(suo)“雙一流(liu)”建(jian)(jian)(jian)(jian)設(she)(she)高(gao)校(xiao)在統計源刊上(shang)發(fa)(fa)文(wen)(wen)(wen)，占“雙一流(liu)”建(jian)(jian)(jian)(jian)設(she)(she)高(gao)校(xiao)總(zong)(zong)數的(de)(de)32.65%；發(fa)(fa)文(wen)(wen)(wen)333篇，占公辦(ban)本科院(yuan)校(xiao)發(fa)(fa)文(wen)(wen)(wen)總(zong)(zong)量(liang)(liang)的(de)(de)42.91%；校(xiao)均(jun)(jun)發(fa)(fa)文(wen)(wen)(wen)6.94篇。共有102所(suo)“雙高(gao)計劃(hua)”建(jian)(jian)(jian)(jian)設(she)(she)學(xue)校(xiao)發(fa)(fa)文(wen)(wen)(wen)，占“雙高(gao)計劃(hua)”建(jian)(jian)(jian)(jian)設(she)(she)學(xue)校(xiao)總(zong)(zong)數的(de)(de)51.78%；共發(fa)(fa)文(wen)(wen)(wen)329篇，校(xiao)均(jun)(jun)發(fa)(fa)文(wen)(wen)(wen)3.23篇。合并計算“雙一流(liu)”建(jian)(jian)(jian)(jian)設(she)(she)高(gao)校(xiao)和“雙高(gao)計劃(hua)”建(jian)(jian)(jian)(jian)設(she)(she)學(xue)校(xiao)的(de)(de)發(fa)(fa)文(wen)(wen)(wen)量(liang)(liang)，占到(dao)全(quan)部高(gao)等學(xue)校(xiao)發(fa)(fa)文(wen)(wen)(wen)總(zong)(zong)量(liang)(liang)的(de)(de)49.92%。
相(xiang)比2022年，“雙(shuang)一流(liu)(liu)”建(jian)設高校(xiao)的(de)發(fa)文(wen)院校(xiao)數(shu)下降11所(suo)，但發(fa)文(wen)量(liang)增(zeng)加15篇(pian)，校(xiao)均(jun)發(fa)文(wen)量(liang)增(zeng)加1.55篇(pian)。“雙(shuang)高計(ji)劃”建(jian)設學(xue)校(xiao)的(de)發(fa)文(wen)院校(xiao)數(shu)、發(fa)文(wen)量(liang)和校(xiao)均(jun)發(fa)文(wen)數(shu)均(jun)出現了一定程(cheng)度的(de)下降，分別下降了6所(suo)、68篇(pian)和0.45篇(pian)。但從占同類型高校(xiao)發(fa)文(wen)總量(liang)的(de)比例來看，與2022年相(xiang)比，“雙(shuang)一流(liu)(liu)”建(jian)設高校(xiao)下降0.71%，“雙(shuang)高計(ji)劃”建(jian)設學(xue)校(xiao)增(zeng)長了1.31%，貢獻率保持(chi)穩定。
(二(er))2023年發(fa)文機構的區(qu)域分布特點
職(zhi)(zhi)教(jiao)科研(yan)論(lun)文產出是反映區域(yu)(yu)職(zhi)(zhi)教(jiao)科研(yan)活躍水平的(de)指標之一，也是反映區域(yu)(yu)間職(zhi)(zhi)教(jiao)發展均衡水平的(de)指標之一。
2023年東(dong)部(bu)(bu)地(di)區(qu)(qu)繼續保持著領先優勢，與2022年相比(bi)(bi)，發(fa)(fa)(fa)文(wen)院校數占比(bi)(bi)增長1個百(bai)分點(dian)(dian)，發(fa)(fa)(fa)文(wen)量(liang)占比(bi)(bi)下降(jiang)了(le)0.76個百(bai)分點(dian)(dian)；相比(bi)(bi)2022年中(zhong)西(xi)部(bu)(bu)地(di)區(qu)(qu)發(fa)(fa)(fa)文(wen)規模相當的(de)情況(kuang)，2023年中(zhong)西(xi)部(bu)(bu)地(di)區(qu)(qu)的(de)發(fa)(fa)(fa)文(wen)規模差(cha)距擴大，西(xi)部(bu)(bu)地(di)區(qu)(qu)的(de)發(fa)(fa)(fa)文(wen)量(liang)占比(bi)(bi)增長了(le)1.35個百(bai)分點(dian)(dian)，超出中(zhong)部(bu)(bu)地(di)區(qu)(qu)1.73個百(bai)分點(dian)(dian)，但從(cong)發(fa)(fa)(fa)文(wen)院校數占比(bi)(bi)來(lai)看，中(zhong)部(bu)(bu)地(di)區(qu)(qu)仍超西(xi)部(bu)(bu)地(di)區(qu)(qu)7.04個百(bai)分點(dian)(dian)。從(cong)校均發(fa)(fa)(fa)文(wen)來(lai)看，東(dong)部(bu)(bu)地(di)區(qu)(qu)仍占據優勢，相比(bi)(bi)2022年，東(dong)部(bu)(bu)、西(xi)部(bu)(bu)、東(dong)北地(di)區(qu)(qu)分別增長0.14篇、0.77篇、0.46篇，中(zhong)部(bu)(bu)地(di)區(qu)(qu)則下降(jiang)了(le)0.06篇。(見表2)
具體到(dao)各(ge)區(qu)(qu)域(yu)高(gao)校(xiao)(xiao)(xiao)參與職教科研(yan)活(huo)躍(yue)的(de)程(cheng)度，東(dong)(dong)部(bu)(bu)地(di)區(qu)(qu)明顯(xian)高(gao)于其他區(qu)(qu)域(yu)，共有占(zhan)東(dong)(dong)部(bu)(bu)地(di)區(qu)(qu)高(gao)校(xiao)(xiao)(xiao)22.48%的(de)學校(xiao)(xiao)(xiao)發(fa)(fa)文(wen)(wen)，中部(bu)(bu)、西部(bu)(bu)、東(dong)(dong)北(bei)地(di)區(qu)(qu)發(fa)(fa)文(wen)(wen)高(gao)校(xiao)(xiao)(xiao)占(zhan)本區(qu)(qu)域(yu)高(gao)校(xiao)(xiao)(xiao)的(de)比例(li)分別為12.55%、8.52%、6.59%。相比于2022年，東(dong)(dong)部(bu)(bu)、中部(bu)(bu)、西部(bu)(bu)、東(dong)(dong)北(bei)地(di)區(qu)(qu)分別下(xia)降3.49、1.66、2.83、1.94個百分點。考慮期(qi)刊刊文(wen)(wen)總量的(de)下(xia)降，發(fa)(fa)文(wen)(wen)院校(xiao)(xiao)(xiao)數(shu)及其占(zhan)比的(de)下(xia)降與校(xiao)(xiao)(xiao)均發(fa)(fa)文(wen)(wen)數(shu)的(de)增長顯(xian)示出(chu)各(ge)區(qu)(qu)域(yu)內活(huo)躍(yue)院校(xiao)(xiao)(xiao)產(chan)出(chu)水平的(de)提升。
從省域(yu)分布看，發(fa)文量超過(guo)100篇的(de)有江蘇、浙江、上海(hai)、天津、廣東5個(ge)省份，比2022年增加2個(ge)；超過(guo)50篇的(de)有重慶(qing)、廣西、北京、湖南(nan)4個(ge)省份，比2022年減少3個(ge)。從各省份的(de)校均(jun)發(fa)文來看，天津領(ling)先于其他省份，為9.45篇，綜(zong)合發(fa)文量和(he)校均(jun)發(fa)文來看，兩項(xiang)指標均(jun)排名前10的(de)為浙江、上海(hai)、天津、廣東、重慶(qing)、廣西。
(三)2023年的高貢(gong)獻機構分析
根據機(ji)構(gou)發(fa)文數量(liang)的分(fen)(fen)布特(te)點，本(ben)研(yan)究將年度發(fa)文4篇(pian)(pian)(含)以(yi)上的機(ji)構(gou)歸類為(wei)職教科(ke)研(yan)高貢(gong)獻機(ji)構(gou)。2023年，高貢(gong)獻機(ji)構(gou)中公辦(ban)(ban)本(ben)科(ke)院校(xiao)(xiao)有50所，比2022年減少1所；共(gong)發(fa)文614篇(pian)(pian)，比2022年增加87篇(pian)(pian)；分(fen)(fen)別占同類發(fa)文院校(xiao)(xiao)總數的31.25%和同類機(ji)構(gou)發(fa)文總量(liang)的79.12%，比2022年提高5.36和6.83個百分(fen)(fen)點。(見表3)其中，24所“雙一流”建設高校(xiao)(xiao)共(gong)發(fa)文300篇(pian)(pian)，占公辦(ban)(ban)本(ben)科(ke)院校(xiao)(xiao)高貢(gong)獻機(ji)構(gou)發(fa)文的48.86%，與2022年基本(ben)持平；深圳職業技術大(da)學作為(wei)“雙高計劃”建設學校(xiao)(xiao)發(fa)文16篇(pian)(pian)。
2023年(nian)，高(gao)貢(gong)獻機構(gou)(gou)中(zhong)(zhong)公(gong)辦高(gao)職(zhi)(專科)院(yuan)校有35所，共發文(wen)(wen)230篇，分別比(bi)2022年(nian)減少18所和(he)131篇；分別占同(tong)類發文(wen)(wen)院(yuan)校總(zong)量(liang)的(de)15.56%和(he)同(tong)類院(yuan)校發文(wen)(wen)總(zong)量(liang)的(de)45.10%，比(bi)2022年(nian)降低(di)5.64和(he)8.62個百(bai)分點(dian)。(見表4)其(qi)中(zhong)(zhong)，30所“雙高(gao)計劃”建設學校共發文(wen)(wen)200篇，占公(gong)辦高(gao)職(zhi)(專科)院(yuan)校高(gao)貢(gong)獻機構(gou)(gou)發文(wen)(wen)總(zong)量(liang)的(de)86.96%，比(bi)2022年(nian)增長(chang)9.12個百(bai)分點(dian)。
同時，2023年，有1所民辦本科院校廣(guang)東(dong)工(gong)商職業技(ji)術大學進入高(gao)貢獻機構行列(lie)，共發文(wen)6篇。
在(zai)50家(jia)公辦本科院(yuan)校(xiao)(xiao)(xiao)高貢獻機構(gou)中(zhong)，師范類(lei)院(yuan)校(xiao)(xiao)(xiao)28所(suo)(含職業(ye)(ye)技術師范類(lei)院(yuan)校(xiao)(xiao)(xiao)5所(suo))、本科層(ceng)次職業(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)2所(suo)、理(li)工類(lei)大學(xue)7所(suo)、綜合性大學(xue)13所(suo)。其分布現(xian)象，一方(fang)面顯(xian)示出(chu)師范類(lei)院(yuan)校(xiao)(xiao)(xiao)在(zai)職教(jiao)科研(yan)中(zhong)較高的活(huo)躍程度，同時也展現(xian)出(chu)我國職教(jiao)科研(yan)活(huo)動的參與院(yuan)校(xiao)(xiao)(xiao)類(lei)型的多元(yuan)化特(te)點。
(四)2023年其他機構發文情況
2023年共有112家(jia)其他(ta)類(lei)型的(de)機構(gou)發(fa)(fa)(fa)文199篇，占全部發(fa)(fa)(fa)文總量(liang)的(de)13.05%。其中發(fa)(fa)(fa)文4篇及以上的(de)有8家(jia)，共發(fa)(fa)(fa)文73篇，占其他(ta)機構(gou)發(fa)(fa)(fa)文總量(liang)的(de)36.68%。(見表5)
據統(tong)計，中國(guo)教育(yu)科(ke)學研究院及(ji)各(ge)級教育(yu)科(ke)學研究院共(gong)有(you)(you)(you)13家機構發(fa)文51篇，占(zhan)比(bi)25.63%；國(guo)家開放(fang)大(da)學及(ji)各(ge)地開放(fang)大(da)學共(gong)有(you)(you)(you)18家機構發(fa)文37篇，占(zhan)比(bi)18.59%；作(zuo)為職業(ye)教育(yu)的(de)重要主(zhu)體，共(gong)有(you)(you)(you)16家中職學校(xiao)發(fa)文16篇，占(zhan)比(bi)8.04%。除此之(zhi)外，包括教育(yu)部(bu)各(ge)司局、直屬(shu)事(shi)業(ye)單(dan)位，各(ge)地政府教育(yu)主(zhu)管部(bu)門及(ji)其直屬(shu)事(shi)業(ye)單(dan)位，工信(xin)部(bu)、人社(she)部(bu)、農業(ye)農村部(bu)的(de)直屬(shu)事(shi)業(ye)單(dan)位，技工院校(xiao)，企業(ye)，社(she)會組織(zhi)，出(chu)版社(she)等機構都有(you)(you)(you)職教科(ke)研論文產出(chu)，職教科(ke)研論文貢獻主(zhu)體呈現出(chu)多樣化的(de)特(te)點。
產教(jiao)融合(he)、校企合(he)作是(shi)職業(ye)(ye)(ye)教(jiao)育(yu)的基本辦學模式，多樣化主體的參與尤其是(shi)企業(ye)(ye)(ye)更深度(du)(du)更廣泛地(di)參與到職教(jiao)科研活動之中是(shi)職業(ye)(ye)(ye)教(jiao)育(yu)實(shi)現高質量發(fa)展的關鍵。本年(nian)度(du)(du)中僅有2篇文章的第一(yi)署名單位為企業(ye)(ye)(ye)，企業(ye)(ye)(ye)參與度(du)(du)尚需要進(jin)一(yi)步(bu)擴大(da)。
(五(wu))連(lian)續(xu)5年發文機(ji)構情況對比分析
1. 總(zong)體(ti)情況(kuang)對比分析。如圖(tu)2所示，對比2019—2023年(nian)各類型高(gao)等學校(xiao)(xiao)(xiao)的(de)發(fa)(fa)(fa)文(wen)機(ji)構數和(he)發(fa)(fa)(fa)文(wen)數，可以發(fa)(fa)(fa)現：①公辦本(ben)科(ke)(ke)院(yuan)(yuan)(yuan)(yuan)校(xiao)(xiao)(xiao)和(he)公辦高(gao)職(專科(ke)(ke))院(yuan)(yuan)(yuan)(yuan)校(xiao)(xiao)(xiao)是職教科(ke)(ke)研論文(wen)的(de)主要貢獻力(li)量(liang)，二者合計發(fa)(fa)(fa)文(wen)量(liang)占比和(he)發(fa)(fa)(fa)文(wen)院(yuan)(yuan)(yuan)(yuan)校(xiao)(xiao)(xiao)數占比均(jun)超過90%，民(min)(min)辦本(ben)科(ke)(ke)院(yuan)(yuan)(yuan)(yuan)校(xiao)(xiao)(xiao)和(he)民(min)(min)辦高(gao)職(專科(ke)(ke))院(yuan)(yuan)(yuan)(yuan)校(xiao)(xiao)(xiao)的(de)貢獻率偏(pian)低，活(huo)躍(yue)程度(du)不高(gao)；②公辦本(ben)科(ke)(ke)院(yuan)(yuan)(yuan)(yuan)校(xiao)(xiao)(xiao)的(de)發(fa)(fa)(fa)文(wen)院(yuan)(yuan)(yuan)(yuan)校(xiao)(xiao)(xiao)數大(da)體(ti)上呈(cheng)現下降趨(qu)勢，但發(fa)(fa)(fa)文(wen)量(liang)在2020年(nian)后一直呈(cheng)現上升趨(qu)勢，且(qie)在2022年(nian)超過公辦高(gao)職(專科(ke)(ke))院(yuan)(yuan)(yuan)(yuan)校(xiao)(xiao)(xiao)的(de)發(fa)(fa)(fa)文(wen)量(liang)；③公辦高(gao)職(專科(ke)(ke))院(yuan)(yuan)(yuan)(yuan)校(xiao)(xiao)(xiao)的(de)發(fa)(fa)(fa)文(wen)院(yuan)(yuan)(yuan)(yuan)校(xiao)(xiao)(xiao)數和(he)發(fa)(fa)(fa)文(wen)量(liang)持續(xu)遞(di)減(jian)，且(qie)遞(di)減(jian)速(su)度(du)有加快趨(qu)勢。
2. 高(gao)貢(gong)(gong)獻(xian)機構(gou)(gou)發(fa)文(wen)情況對比分(fen)(fen)析(xi)。綜合(he)回顧2019—2023年的(de)職(zhi)(zhi)教科(ke)(ke)(ke)研高(gao)貢(gong)(gong)獻(xian)機構(gou)(gou)的(de)發(fa)文(wen)情況，可以(yi)發(fa)現：①公(gong)(gong)辦本科(ke)(ke)(ke)院校(xiao)(xiao)和公(gong)(gong)辦高(gao)職(zhi)(zhi)(專(zhuan)科(ke)(ke)(ke))院校(xiao)(xiao)的(de)高(gao)貢(gong)(gong)獻(xian)機構(gou)(gou)的(de)發(fa)文(wen)貢(gong)(gong)獻(xian)占比，反映(ying)了高(gao)貢(gong)(gong)獻(xian)機構(gou)(gou)作為職(zhi)(zhi)教科(ke)(ke)(ke)研論(lun)文(wen)主貢(gong)(gong)獻(xian)機構(gou)(gou)的(de)地位穩固；②公(gong)(gong)辦本科(ke)(ke)(ke)院校(xiao)(xiao)和公(gong)(gong)辦高(gao)職(zhi)(zhi)(專(zhuan)科(ke)(ke)(ke))院校(xiao)(xiao)呈(cheng)現出一定的(de)分(fen)(fen)化現象，公(gong)(gong)辦本科(ke)(ke)(ke)院校(xiao)(xiao)的(de)高(gao)貢(gong)(gong)獻(xian)機構(gou)(gou)數和發(fa)文(wen)量總體上(shang)都呈(cheng)現出上(shang)升(sheng)趨勢，而公(gong)(gong)辦高(gao)職(zhi)(zhi)(專(zhuan)科(ke)(ke)(ke))院校(xiao)(xiao)總體上(shang)呈(cheng)現出下降態勢，在部(bu)分(fen)(fen)公(gong)(gong)辦高(gao)職(zhi)(zhi)(專(zhuan)科(ke)(ke)(ke))院校(xiao)(xiao)高(gao)貢(gong)(gong)獻(xian)機構(gou)(gou)升(sheng)格為職(zhi)(zhi)業(ye)本科(ke)(ke)(ke)院校(xiao)(xiao)的(de)背景下，這種分(fen)(fen)化更(geng)趨于(yu)明(ming)顯。(見(jian)圖3、圖4)
3. “雙高(gao)計劃(hua)”建設學(xue)校發文(wen)(wen)情況對(dui)比(bi)。2023年是第一輪“雙高(gao)計劃(hua)”建設的(de)結束之年，從職(zhi)業教育科研論文(wen)(wen)的(de)貢獻度來看，“雙高(gao)計劃(hua)”建設學(xue)校總(zong)體上發揮出引(yin)領(ling)示(shi)范(fan)的(de)帶動作用。如表6所示(shi)，近5年來發文(wen)(wen)的(de)“雙高(gao)計劃(hua)”建設學(xue)校機(ji)構(gou)數(shu)和發文(wen)(wen)量(liang)(liang)保持(chi)了相(xiang)對(dui)穩定(ding)；受刊(kan)文(wen)(wen)總(zong)量(liang)(liang)下降的(de)影響，發文(wen)(wen)院(yuan)校數(shu)和發文(wen)(wen)量(liang)(liang)呈現同步下降趨勢(shi)，但機(ji)構(gou)數(shu)占比(bi)和發文(wen)(wen)量(liang)(liang)占比(bi)都呈現出了穩定(ding)的(de)增長(chang)趨勢(shi)，顯示(shi)其作為職(zhi)業院(yuan)校領(ling)軍力量(liang)(liang)的(de)示(shi)范(fan)作用。
二、流動的角色：職教科研論文作者分析
研究者是(shi)學術生態(tai)(tai)中最主要和活(huo)躍的力量，擁有(you)源(yuan)源(yuan)不(bu)斷的活(huo)躍的研究者隊伍(wu)是(shi)職教(jiao)學術研究形成健(jian)康(kang)生態(tai)(tai)的關鍵要素。經統(tong)計(ji)與分析，2023年職教(jiao)科研論文作者隊伍(wu)情況(kuang)具有(you)如下特點。
(一)合作研究
如表7所示(shi)，單獨(du)署(shu)(shu)名(ming)和兩(liang)人(ren)合作(zuo)署(shu)(shu)名(ming)是主(zhu)流的(de)(de)(de)研(yan)究(jiu)方式，合計比(bi)例占(zhan)(zhan)到近(jin)73.51%。對比(bi)近(jin)5年來的(de)(de)(de)數據，單獨(du)署(shu)(shu)名(ming)占(zhan)(zhan)比(bi)的(de)(de)(de)持(chi)續下降和兩(liang)人(ren)合作(zuo)署(shu)(shu)名(ming)占(zhan)(zhan)比(bi)的(de)(de)(de)持(chi)續上(shang)升構成(cheng)了(le)職教科研(yan)論文署(shu)(shu)名(ming)中的(de)(de)(de)重要現(xian)象，單獨(du)署(shu)(shu)名(ming)占(zhan)(zhan)比(bi)分別(bie)為46.79%、43.61%、39.71%、35.88%、29.18%，呈(cheng)現(xian)出持(chi)續下降且(qie)加速(su)(su)的(de)(de)(de)態勢；兩(liang)人(ren)合作(zuo)署(shu)(shu)名(ming)占(zhan)(zhan)比(bi)分別(bie)為37.60%、38.35%、39.27%、41.23%、44.33%，呈(cheng)現(xian)出持(chi)續上(shang)升且(qie)增速(su)(su)穩定(ding)的(de)(de)(de)態勢。顯(xian)(xian)示(shi)出合作(zuo)研(yan)究(jiu)已經成(cheng)為職業教育的(de)(de)(de)普遍(bian)研(yan)究(jiu)方式，“有組織(zhi)科研(yan)”現(xian)象進一步明顯(xian)(xian)。
(二)身份標識
如(ru)表8所示，擁有高(gao)級職(zhi)稱的(de)論文作者是職(zhi)業教(jiao)育科研論文作者群(qun)體中(zhong)的(de)主(zhu)力，累(lei)計(ji)占比58.16%，與2022年(58.54%)基本持平(ping)；同時相(xiang)比上年度，正高(gao)級職(zhi)稱占比提高(gao)了(le)1.99個百(bai)分(fen)點，副高(gao)級職(zhi)稱占比下降(jiang)了(le)2.37個百(bai)分(fen)點。中(zhong)級職(zhi)稱占比下降(jiang)3.9個百(bai)分(fen)點，而博士(shi)研究(jiu)生、碩士(shi)研究(jiu)生則(ze)分(fen)別提高(gao)了(le)3.48和2.28個百(bai)分(fen)點。
(三)高貢獻(xian)作者
活(huo)躍(yue)、穩(wen)定(ding)和(he)高(gao)產(chan)作者(zhe)(zhe)群(qun)體是(shi)一(yi)個(ge)研(yan)究(jiu)領域邁(mai)向成熟的標志(zhi)，高(gao)貢(gong)獻作者(zhe)(zhe)對活(huo)躍(yue)研(yan)究(jiu)生態(tai)、引領研(yan)究(jiu)導向、形(xing)成研(yan)究(jiu)規范等發揮(hui)著(zhu)關(guan)鍵作用(yong)。根據(ju)經(jing)驗法則，本研(yan)究(jiu)將(jiang)年度發文(wen)3篇(pian)及以上的論文(wen)作者(zhe)(zhe)定(ding)義為高(gao)貢(gong)獻作者(zhe)(zhe)。
如表(biao)(biao)9所示(shi)，占作者(zhe)總數(shu)(shu)(shu)4.12%的(de)(de)(de)高(gao)貢(gong)(gong)獻(xian)(xian)(xian)作者(zhe)貢(gong)(gong)獻(xian)(xian)(xian)了(le)13.05%的(de)(de)(de)論(lun)文(wen)(wen)，相(xiang)比(bi)2022年高(gao)貢(gong)(gong)獻(xian)(xian)(xian)作者(zhe)數(shu)(shu)(shu)和發(fa)文(wen)(wen)數(shu)(shu)(shu)分別提升(sheng)了(le)0.14和0.91個百分點。將高(gao)貢(gong)(gong)獻(xian)(xian)(xian)作者(zhe)中發(fa)文(wen)(wen)4篇及以上的(de)(de)(de)作者(zhe)數(shu)(shu)(shu)和發(fa)文(wen)(wen)數(shu)(shu)(shu)進(jin)行比(bi)較發(fa)現，1.74%的(de)(de)(de)作者(zhe)發(fa)表(biao)(biao)了(le)7.15%的(de)(de)(de)論(lun)文(wen)(wen)。這與(yu)有(you)關(guan)學(xue)者(zhe)統計發(fa)現的(de)(de)(de)高(gao)等教(jiao)育學(xue)科論(lun)文(wen)(wen)的(de)(de)(de)分布即1.2%的(de)(de)(de)高(gao)貢(gong)(gong)獻(xian)(xian)(xian)作者(zhe)發(fa)表(biao)(biao)了(le)9.9%的(de)(de)(de)學(xue)術論(lun)文(wen)(wen)的(de)(de)(de)結論(lun)，仍(reng)存在一定(ding)的(de)(de)(de)差(cha)距，說明職業教(jiao)育學(xue)科在邁向成熟的(de)(de)(de)過程(cheng)中，高(gao)貢(gong)(gong)獻(xian)(xian)(xian)作者(zhe)群體的(de)(de)(de)規(gui)模和貢(gong)(gong)獻(xian)(xian)(xian)程(cheng)度都(dou)有(you)待(dai)進(jin)一步的(de)(de)(de)提升(sheng)。
進(jin)一步將2019—2023年(nian)的(de)(de)高貢獻作者(zhe)(zhe)進(jin)行統計發(fa)現，連(lian)續5年(nian)進(jin)入(ru)(ru)高貢獻作者(zhe)(zhe)名單的(de)(de)有1人(李(li)夢卿)，連(lian)續4年(nian)進(jin)入(ru)(ru)的(de)(de)有6人(林克(ke)松、馬君、潘海(hai)生、謝(xie)莉花、周建(jian)松、莊西(xi)真)，連(lian)續3年(nian)進(jin)入(ru)(ru)的(de)(de)有12人(曹曄、曾天(tian)山、陳麗(li)君、崔發(fa)周、雷世平、李(li)陽、李(li)政(zheng)、劉曉、宋(song)亞(ya)峰(feng)、孫翠香、王亞(ya)南、宗誠)。與5年(nian)的(de)(de)高貢獻作者(zhe)(zhe)總數(204人)相比(bi)，高貢獻作者(zhe)(zhe)穩定性(xing)較弱，但也意味著職(zhi)業(ye)教育研(yan)究領域保持著較強的(de)(de)開(kai)放性(xing)。
從2023年高(gao)貢獻(xian)作(zuo)者(zhe)(zhe)所在機(ji)構(gou)(gou)來(lai)(lai)看，41名高(gao)貢獻(xian)作(zuo)者(zhe)(zhe)來(lai)(lai)自公(gong)辦(ban)(ban)本(ben)(ben)科(ke)(ke)院(yuan)校(xiao)(xiao)(xiao)，占(zhan)高(gao)貢獻(xian)作(zuo)者(zhe)(zhe)總量(liang)的78.85%，共(gong)發(fa)(fa)(fa)文(wen)(wen)(wen)160篇，占(zhan)高(gao)貢獻(xian)作(zuo)者(zhe)(zhe)發(fa)(fa)(fa)文(wen)(wen)(wen)總量(liang)的80.40%；其中，來(lai)(lai)自“雙一流”建設(she)高(gao)校(xiao)(xiao)(xiao)的有18位(wei)(wei)，共(gong)發(fa)(fa)(fa)文(wen)(wen)(wen)78篇；4名高(gao)貢獻(xian)作(zuo)者(zhe)(zhe)來(lai)(lai)自公(gong)辦(ban)(ban)高(gao)職(zhi)(專科(ke)(ke))院(yuan)校(xiao)(xiao)(xiao)，共(gong)發(fa)(fa)(fa)文(wen)(wen)(wen)14篇；民辦(ban)(ban)本(ben)(ben)科(ke)(ke)院(yuan)校(xiao)(xiao)(xiao)有1位(wei)(wei)，發(fa)(fa)(fa)文(wen)(wen)(wen)5篇；非高(gao)校(xiao)(xiao)(xiao)機(ji)構(gou)(gou)共(gong)有6位(wei)(wei)，發(fa)(fa)(fa)文(wen)(wen)(wen)20篇。與2022年相(xiang)比，公(gong)辦(ban)(ban)本(ben)(ben)科(ke)(ke)院(yuan)校(xiao)(xiao)(xiao)的高(gao)貢獻(xian)作(zuo)者(zhe)(zhe)人數占(zhan)比和(he)發(fa)(fa)(fa)文(wen)(wen)(wen)占(zhan)比分別(bie)提高(gao)了24.30和(he)22.48個(ge)百(bai)分點(dian)。結合(he)公(gong)辦(ban)(ban)本(ben)(ben)科(ke)(ke)院(yuan)校(xiao)(xiao)(xiao)發(fa)(fa)(fa)文(wen)(wen)(wen)貢獻(xian)占(zhan)比、高(gao)貢獻(xian)機(ji)構(gou)(gou)的貢獻(xian)占(zhan)比數據(ju)來(lai)(lai)看，職(zhi)業教育科(ke)(ke)研(yan)生態正出現由公(gong)辦(ban)(ban)本(ben)(ben)科(ke)(ke)引領發(fa)(fa)(fa)展的趨勢。
高(gao)貢獻作者所(suo)在(zai)機構也呈現出集聚特點，同(tong)時(shi)擁有2名(ming)以上高(gao)貢獻作者的有7家機構，其中，天(tian)津(jin)大(da)(da)學(xue)(xue)(xue)有5名(ming)，華(hua)東(dong)師范(fan)大(da)(da)學(xue)(xue)(xue)有4名(ming)，廣(guang)西師范(fan)大(da)(da)學(xue)(xue)(xue)有3名(ming)，廣(guang)東(dong)技(ji)術(shu)師范(fan)大(da)(da)學(xue)(xue)(xue)、天(tian)津(jin)職(zhi)業技(ji)術(shu)師范(fan)大(da)(da)學(xue)(xue)(xue)、西南大(da)(da)學(xue)(xue)(xue)和中國教育(yu)科學(xue)(xue)(xue)研究院各(ge)有2名(ming)。
三、職業教育研究熱點分析
高(gao)頻關(guan)(guan)鍵(jian)(jian)詞是識別(bie)某一研究領域(yu)的研究重點(dian)與熱點(dian)的重要指示性標(biao)識。運用詞頻統計(ji)工具(ju)對1525篇(pian)論文關(guan)(guan)鍵(jian)(jian)詞進(jin)行(xing)處(chu)理(li)和統計(ji)分析，共(gong)(gong)提取6519個(ge)(ge)關(guan)(guan)鍵(jian)(jian)詞，篇(pian)均4.27個(ge)(ge)，其中(zhong)獨(du)立(li)出現(xian)的關(guan)(guan)鍵(jian)(jian)詞有3110個(ge)(ge)。對“高(gao)等職業(ye)教育”“高(gao)職教育”“中(zhong)職學校”“中(zhong)等職業(ye)學校”等內(nei)涵相同的關(guan)(guan)鍵(jian)(jian)詞進(jin)行(xing)相應合并后，繼續進(jin)行(xing)統計(ji)分析。根據經(jing)驗法則(ze)并參考(kao)普賴斯(si)計(ji)算公式確(que)定高(gao)頻詞的閾值為15，共(gong)(gong)計(ji)35個(ge)(ge)關(guan)(guan)鍵(jian)(jian)詞，生成(cheng)共(gong)(gong)現(xian)詞對201對并計(ji)算出高(gao)頻詞的節點(dian)標(biao)準中(zhong)心度。表(biao)10列(lie)舉(ju)了重復(fu)15次及以(yi)上(shang)的關(guan)(guan)鍵(jian)(jian)詞。
綜合考(kao)量高(gao)頻(pin)關鍵(jian)詞的(de)詞頻(pin)和度(du)中心性的(de)分(fen)布(bu)情況并征求職(zhi)教(jiao)(jiao)研(yan)究領域(yu)的(de)多位專家意見后(hou)，確定2023年度(du)職(zhi)業(ye)教(jiao)(jiao)育(yu)研(yan)究十大(da)學術(shu)熱(re)點，分(fen)別為產(chan)教(jiao)(jiao)融(rong)合(校企合作)、職(zhi)業(ye)本(ben)科教(jiao)(jiao)育(yu)、技能型(xing)社會(hui)、科教(jiao)(jiao)融(rong)匯、人才培養、職(zhi)業(ye)教(jiao)(jiao)育(yu)高(gao)質量發展(zhan)、“雙師型(xing)”教(jiao)(jiao)師、鄉(xiang)村振(zhen)興與共同富裕、職(zhi)普(pu)融(rong)通、數字化轉型(xing)。本(ben)研(yan)究邀請十位專家學者對其進行研(yan)究評(ping)述，以反(fan)映各熱(re)點領域(yu)的(de)學術(shu)動態與趨(qu)勢。
(一(yi))產(chan)教融合(he)與(yu)校企合(he)作研究
黨(dang)的十八大(da)以來(lai)，產(chan)教融合、校(xiao)企(qi)合作始終(zhong)是職業教育(yu)改革與(yu)(yu)發展(zhan)的核(he)心議題。學界一直把如何深入推進產(chan)教融合與(yu)(yu)校(xiao)企(qi)合作作為職業教育(yu)研究領域(yu)中的焦點與(yu)(yu)熱點，進行了廣泛而深入的探(tan)討(tao)。
1. 研(yan)究進展。2023年，對于(yu)產(chan)教(jiao)(jiao)(jiao)融(rong)合(he)與校企(qi)(qi)合(he)作研(yan)究的(de)關鍵詞是(shi)(shi)“創新(xin)”與“共同(tong)體(ti)”。隨著政府、行業(ye)、企(qi)(qi)業(ye)和學校通過(guo)創新(xin)模式、創新(xin)載體(ti)、創新(xin)機制打造“命(ming)運(yun)共同(tong)體(ti)”，研(yan)究視角也伴隨著職(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)改革重點的(de)轉變而由“教(jiao)(jiao)(jiao)育(yu)”轉向“產(chan)教(jiao)(jiao)(jiao)”。從研(yan)究主題(ti)上(shang)看，有“舊題(ti)新(xin)議”亦有“新(xin)題(ti)新(xin)論”，體(ti)現了鮮明的(de)政策(ce)導向與問(wen)題(ti)導向。研(yan)究領(ling)域的(de)進展也映射了職(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)改革實踐領(ling)域已經(jing)進入了攻堅(jian)克(ke)難的(de)“深(shen)水區(qu)”，如何讓“產(chan)”與“教(jiao)(jiao)(jiao)”、“校”與“企(qi)(qi)”深(shen)度(du)融(rong)合(he)，真正成為“雙向奔赴”的(de)命(ming)運(yun)共同(tong)體(ti)，無論在(zai)理論層面(mian)還(huan)是(shi)(shi)實踐層面(mian)都(dou)是(shi)(shi)擺在(zai)職(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)面(mian)前最現實的(de)課題(ti)。
2. 主(zhu)要(yao)觀(guan)點。①關(guan)(guan)(guan)于(yu)(yu)(yu)(yu)(yu)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)制(zhi)(zhi)(zhi)機(ji)(ji)制(zhi)(zhi)(zhi)創(chuang)新(xin)的(de)(de)(de)(de)探(tan)(tan)討(tao)。職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)多元主(zhu)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)的(de)(de)(de)(de)特(te)質決定了(le)深化(hua)(hua)(hua)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)的(de)(de)(de)(de)關(guan)(guan)(guan)鍵是(shi)要(yao)彌(mi)合(he)(he)各主(zhu)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)間(jian)，特(te)別是(shi)校(xiao)、企(qi)(qi)(qi)間(jian)在(zai)價值取(qu)向與(yu)利益(yi)訴求(qiu)間(jian)的(de)(de)(de)(de)差異，形成“命運共(gong)(gong)同(tong)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)”，核(he)心(xin)是(shi)“融(rong)合(he)(he)”的(de)(de)(de)(de)機(ji)(ji)制(zhi)(zhi)(zhi)問題。有學(xue)(xue)者基于(yu)(yu)(yu)(yu)(yu)共(gong)(gong)生(sheng)理(li)論的(de)(de)(de)(de)視(shi)(shi)角(jiao)提(ti)(ti)出(chu)，職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)最(zui)理(li)想的(de)(de)(de)(de)組(zu)織(zhi)共(gong)(gong)生(sheng)模(mo)式(shi)(shi)是(shi)一(yi)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)化(hua)(hua)(hua)共(gong)(gong)生(sheng)，最(zui)理(li)想的(de)(de)(de)(de)行為共(gong)(gong)生(sheng)模(mo)式(shi)(shi)是(shi)對(dui)(dui)稱性(xing)(xing)互惠共(gong)(gong)生(sheng)。企(qi)(qi)(qi)業(ye)(ye)(ye)的(de)(de)(de)(de)參與(yu)度(du)不(bu)高一(yi)直以(yi)來都是(shi)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)實踐中的(de)(de)(de)(de)痛點難(nan)點問題。對(dui)(dui)此，有學(xue)(xue)者基于(yu)(yu)(yu)(yu)(yu)組(zu)織(zhi)關(guan)(guan)(guan)系(xi)(xi)視(shi)(shi)角(jiao)，提(ti)(ti)出(chu)應通(tong)過(guo)利益(yi)嵌(qian)入(ru)構(gou)建(jian)(jian)校(xiao)企(qi)(qi)(qi)利益(yi)共(gong)(gong)同(tong)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)，責任(ren)(ren)(ren)嵌(qian)入(ru)構(gou)建(jian)(jian)校(xiao)企(qi)(qi)(qi)責任(ren)(ren)(ren)共(gong)(gong)同(tong)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)，知識(shi)(shi)嵌(qian)入(ru)構(gou)建(jian)(jian)校(xiao)企(qi)(qi)(qi)知識(shi)(shi)共(gong)(gong)同(tong)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)，形成學(xue)(xue)校(xiao)與(yu)企(qi)(qi)(qi)業(ye)(ye)(ye)的(de)(de)(de)(de)強(qiang)組(zu)織(zhi)關(guan)(guan)(guan)系(xi)(xi)。同(tong)時，研究者們亦(yi)聚焦企(qi)(qi)(qi)業(ye)(ye)(ye)、立足企(qi)(qi)(qi)業(ye)(ye)(ye)視(shi)(shi)角(jiao)，針對(dui)(dui)企(qi)(qi)(qi)業(ye)(ye)(ye)參與(yu)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)并履行主(zhu)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)責任(ren)(ren)(ren)，提(ti)(ti)出(chu)要(yao)明晰企(qi)(qi)(qi)業(ye)(ye)(ye)權(quan)責以(yi)激(ji)活參與(yu)動力、構(gou)建(jian)(jian)機(ji)(ji)制(zhi)(zhi)(zhi)推進校(xiao)企(qi)(qi)(qi)之間(jian)的(de)(de)(de)(de)深度(du)協(xie)同(tong)、完善相應法規增強(qiang)制(zhi)(zhi)(zhi)度(du)供(gong)給構(gou)建(jian)(jian)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)發(fa)(fa)(fa)展(zhan)新(xin)環境。②關(guan)(guan)(guan)于(yu)(yu)(yu)(yu)(yu)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)載(zai)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)創(chuang)新(xin)的(de)(de)(de)(de)探(tan)(tan)討(tao)。2022年12月，中共(gong)(gong)中央辦(ban)(ban)公(gong)廳(ting)、國(guo)務(wu)院辦(ban)(ban)公(gong)廳(ting)印發(fa)(fa)(fa)《關(guan)(guan)(guan)于(yu)(yu)(yu)(yu)(yu)深化(hua)(hua)(hua)現(xian)代職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)系(xi)(xi)建(jian)(jian)設改(gai)革的(de)(de)(de)(de)意見》，提(ti)(ti)出(chu)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)“一(yi)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)兩(liang)翼(yi)”重(zhong)大部(bu)署(shu)。“兩(liang)翼(yi)”是(shi)新(xin)時期產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)的(de)(de)(de)(de)全新(xin)載(zai)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)，有學(xue)(xue)者提(ti)(ti)出(chu)兩(liang)者的(de)(de)(de)(de)共(gong)(gong)性(xing)(xing)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)現(xian)在(zai)改(gai)革理(li)念都是(shi)基于(yu)(yu)(yu)(yu)(yu)要(yao)素(su)的(de)(de)(de)(de)聚集與(yu)整合(he)(he)實現(xian)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)深度(du)融(rong)合(he)(he)。對(dui)(dui)于(yu)(yu)(yu)(yu)(yu)市域產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)聯合(he)(he)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)，有學(xue)(xue)者認為它與(yu)職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)集團(tuan)、職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)園(yuan)區等(deng)探(tan)(tan)索既一(yi)脈(mo)相承又(you)突破創(chuang)新(xin)，其理(li)論邏輯體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)現(xian)在(zai)對(dui)(dui)園(yuan)區經濟壯大和融(rong)合(he)(he)發(fa)(fa)(fa)展(zhan)的(de)(de)(de)(de)深刻(ke)認識(shi)(shi)，以(yi)及對(dui)(dui)社會組(zu)織(zhi)方式(shi)(shi)從工(gong)(gong)業(ye)(ye)(ye)社會向后(hou)工(gong)(gong)業(ye)(ye)(ye)社會深刻(ke)變革的(de)(de)(de)(de)敏銳覺知，其核(he)心(xin)在(zai)于(yu)(yu)(yu)(yu)(yu)聚焦市域、更加強(qiang)調要(yao)充分發(fa)(fa)(fa)揮地(di)方政府的(de)(de)(de)(de)主(zhu)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)責任(ren)(ren)(ren)。對(dui)(dui)于(yu)(yu)(yu)(yu)(yu)行業(ye)(ye)(ye)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)共(gong)(gong)同(tong)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)，其核(he)心(xin)在(zai)于(yu)(yu)(yu)(yu)(yu)將職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)與(yu)行業(ye)(ye)(ye)進步、產(chan)(chan)業(ye)(ye)(ye)轉(zhuan)型(xing)捆綁(bang)在(zai)一(yi)起。有學(xue)(xue)者基于(yu)(yu)(yu)(yu)(yu)典型(xing)實踐案(an)例的(de)(de)(de)(de)分析，提(ti)(ti)出(chu)了(le)“雙(shuang)主(zhu)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)治理(li)、一(yi)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)化(hua)(hua)(hua)培養、同(tong)頻率發(fa)(fa)(fa)展(zhan)、戰略性(xing)(xing)布局”等(deng)建(jian)(jian)設路徑。③關(guan)(guan)(guan)于(yu)(yu)(yu)(yu)(yu)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)人(ren)才(cai)(cai)培養模(mo)式(shi)(shi)創(chuang)新(xin)的(de)(de)(de)(de)探(tan)(tan)討(tao)。產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)與(yu)校(xiao)企(qi)(qi)(qi)合(he)(he)作的(de)(de)(de)(de)終極旨歸(gui)是(shi)高質量的(de)(de)(de)(de)人(ren)才(cai)(cai)培養。2022年9月，《教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)部(bu)辦(ban)(ban)公(gong)廳(ting)等(deng)五部(bu)門印發(fa)(fa)(fa)關(guan)(guan)(guan)于(yu)(yu)(yu)(yu)(yu)實施(shi)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)現(xian)場(chang)(chang)工(gong)(gong)程師(shi)專項培養計(ji)劃(hua)的(de)(de)(de)(de)通(tong)知》發(fa)(fa)(fa)布，這是(shi)對(dui)(dui)中國(guo)特(te)色學(xue)(xue)徒制(zhi)(zhi)(zhi)的(de)(de)(de)(de)進一(yi)步深化(hua)(hua)(hua)與(yu)具體(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)(ti)化(hua)(hua)(hua)，是(shi)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)、工(gong)(gong)學(xue)(xue)結合(he)(he)人(ren)才(cai)(cai)培養模(mo)式(shi)(shi)的(de)(de)(de)(de)創(chuang)新(xin)性(xing)(xing)探(tan)(tan)索。基于(yu)(yu)(yu)(yu)(yu)工(gong)(gong)作場(chang)(chang)域視(shi)(shi)角(jiao)，學(xue)(xue)界對(dui)(dui)于(yu)(yu)(yu)(yu)(yu)“現(xian)場(chang)(chang)工(gong)(gong)程師(shi)”內涵和培養定位的(de)(de)(de)(de)認識(shi)(shi)統(tong)一(yi)于(yu)(yu)(yu)(yu)(yu)：在(zai)“一(yi)線崗位”，能“解決復雜現(xian)場(chang)(chang)問題”的(de)(de)(de)(de)“應用型(xing)、復合(he)(he)型(xing)工(gong)(gong)程技術人(ren)才(cai)(cai)”。
3. 研(yan)究(jiu)(jiu)展(zhan)望。深化產教(jiao)(jiao)融(rong)合已成為構建政(zheng)府主(zhu)導、多(duo)元參(can)與、需(xu)求驅(qu)動(dong)、開(kai)放融(rong)合的(de)(de)(de)(de)現(xian)代職業教(jiao)(jiao)育體(ti)系，全面提(ti)(ti)升(sheng)人(ren)才培(pei)養質量，服務新質生產力(li)發展(zhan)的(de)(de)(de)(de)核心突破口。未(wei)來研(yan)究(jiu)(jiu)應主(zhu)要聚焦于如何將中(zhong)國特色現(xian)代學(xue)徒制(zhi)、現(xian)場工(gong)程(cheng)師(shi)培(pei)養計(ji)劃、“兩翼”建設(she)等宏觀(guan)層面的(de)(de)(de)(de)頂(ding)層設(she)計(ji)，切實(shi)(shi)落實(shi)(shi)到(dao)中(zhong)觀(guan)層面的(de)(de)(de)(de)因地制(zhi)宜的(de)(de)(de)(de)科學(xue)部署和微觀(guan)層面的(de)(de)(de)(de)落地落細(xi)。一(yi)(yi)方面要突破單一(yi)(yi)教(jiao)(jiao)育學(xue)領域的(de)(de)(de)(de)研(yan)究(jiu)(jiu)思維，拓展(zhan)多(duo)學(xue)科視(shi)角(jiao)下基礎理(li)(li)論(lun)研(yan)究(jiu)(jiu)，為產教(jiao)(jiao)融(rong)合、校企合作的(de)(de)(de)(de)不斷改革提(ti)(ti)供(gong)更(geng)為堅(jian)實(shi)(shi)的(de)(de)(de)(de)理(li)(li)論(lun)支撐(cheng)；另一(yi)(yi)方面要加強對實(shi)(shi)踐探(tan)索的(de)(de)(de)(de)經驗總結(jie)與反思，把自上(shang)(shang)而(er)下的(de)(de)(de)(de)政(zheng)策、制(zhi)度(du)創新與自下而(er)上(shang)(shang)的(de)(de)(de)(de)實(shi)(shi)踐創新相結(jie)合，從(cong)根本上(shang)(shang)打破“產”與“教(jiao)(jiao)”難以(yi)深入融(rong)合的(de)(de)(de)(de)困境。
(二)職業(ye)本(ben)科(ke)教育研究
1. 研(yan)究(jiu)進展。隨(sui)著(zhu)新修訂的(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)教(jiao)法的(de)(de)(de)實(shi)施和(he)職(zhi)(zhi)(zhi)(zhi)業本(ben)(ben)(ben)科(ke)(ke)教(jiao)育(yu)(yu)實(shi)踐(jian)的(de)(de)(de)不斷(duan)深化，2023年職(zhi)(zhi)(zhi)(zhi)業本(ben)(ben)(ben)科(ke)(ke)教(jiao)育(yu)(yu)研(yan)究(jiu)既呈(cheng)(cheng)現出較為(wei)活躍的(de)(de)(de)研(yan)究(jiu)態勢，也呈(cheng)(cheng)現出多維度的(de)(de)(de)探索(suo)與突破。學者(zhe)們主要(yao)圍繞職(zhi)(zhi)(zhi)(zhi)業本(ben)(ben)(ben)科(ke)(ke)教(jiao)育(yu)(yu)內涵(han)和(he)定位、職(zhi)(zhi)(zhi)(zhi)業本(ben)(ben)(ben)科(ke)(ke)教(jiao)育(yu)(yu)發(fa)展、職(zhi)(zhi)(zhi)(zhi)業本(ben)(ben)(ben)科(ke)(ke)人才培養、職(zhi)(zhi)(zhi)(zhi)業本(ben)(ben)(ben)科(ke)(ke)認同(tong)和(he)挑戰等方面進行(xing)了深入研(yan)究(jiu)，這些研(yan)究(jiu)不僅(jin)豐(feng)富了職(zhi)(zhi)(zhi)(zhi)業本(ben)(ben)(ben)科(ke)(ke)教(jiao)育(yu)(yu)的(de)(de)(de)理論(lun)體系，也為(wei)職(zhi)(zhi)(zhi)(zhi)業本(ben)(ben)(ben)科(ke)(ke)教(jiao)育(yu)(yu)的(de)(de)(de)穩步發(fa)展，提供(gong)了有力的(de)(de)(de)理論(lun)支撐和(he)實(shi)踐(jian)指導。
2.主(zhu)(zhu)要(yao)觀點。①職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)內(nei)(nei)涵和(he)(he)(he)(he)(he)(he)(he)定位。職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)類(lei)型(xing)上(shang)屬于職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)、層(ceng)次(ci)(ci)上(shang)屬于本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)歷(li)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)，面(mian)(mian)向(xiang)區域(yu)高(gao)端(duan)(duan)產(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)和(he)(he)(he)(he)(he)(he)(he)產(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)高(gao)端(duan)(duan)培(pei)(pei)(pei)(pei)養(yang)高(gao)層(ceng)次(ci)(ci)技(ji)術(shu)(shu)(shu)技(ji)能(neng)(neng)人(ren)(ren)才(cai)(cai)(cai)。鑒于多(duo)(duo)數試點學(xue)(xue)(xue)(xue)(xue)校(xiao)對(dui)(dui)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)內(nei)(nei)涵和(he)(he)(he)(he)(he)(he)(he)定位的(de)(de)(de)認(ren)識(shi)(shi)還(huan)(huan)較模糊(hu)，有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)提(ti)(ti)出(chu)(chu)(chu)(chu)(chu)應(ying)(ying)從本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)質、類(lei)型(xing)、目標(biao)、體制(zhi)(zhi)、原則5個(ge)維度(du)(du)(du)(du)，從立德(de)樹人(ren)(ren)、類(lei)型(xing)定位、多(duo)(duo)方(fang)參與(yu)(yu)3個(ge)方(fang)面(mian)(mian)把(ba)握職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)的(de)(de)(de)基本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)內(nei)(nei)涵，在定位上(shang)應(ying)(ying)以(yi)培(pei)(pei)(pei)(pei)養(yang)高(gao)層(ceng)次(ci)(ci)技(ji)術(shu)(shu)(shu)技(ji)能(neng)(neng)人(ren)(ren)才(cai)(cai)(cai)為核(he)心；有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)從動(dong)力(li)機(ji)制(zhi)(zhi)視角、價值(zhi)取向(xiang)維度(du)(du)(du)(du)、語(yu)義邏輯分析(xi)等(deng)方(fang)面(mian)(mian)分析(xi)后，提(ti)(ti)出(chu)(chu)(chu)(chu)(chu)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)應(ying)(ying)以(yi)需(xu)求(qiu)(qiu)側經濟發(fa)(fa)(fa)展(zhan)(zhan)(zhan)與(yu)(yu)產(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)變(bian)革引發(fa)(fa)(fa)的(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)崗位能(neng)(neng)力(li)需(xu)求(qiu)(qiu)變(bian)化(hua)(hua)為導向(xiang)，應(ying)(ying)主(zhu)(zhu)要(yao)面(mian)(mian)向(xiang)確需(xu)長學(xue)(xue)(xue)(xue)(xue)制(zhi)(zhi)培(pei)(pei)(pei)(pei)養(yang)的(de)(de)(de)產(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)和(he)(he)(he)(he)(he)(he)(he)崗位人(ren)(ren)才(cai)(cai)(cai)需(xu)求(qiu)(qiu)，推動(dong)與(yu)(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)專(zhuan)(zhuan)(zhuan)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)、應(ying)(ying)用型(xing)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)的(de)(de)(de)差(cha)異(yi)化(hua)(hua)、協調(diao)性(xing)(xing)(xing)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)。②職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)。對(dui)(dui)于職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)來說，堅持內(nei)(nei)涵式發(fa)(fa)(fa)展(zhan)(zhan)(zhan)、高(gao)質量(liang)(liang)(liang)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)和(he)(he)(he)(he)(he)(he)(he)對(dui)(dui)照(zhao)設(she)置(zhi)標(biao)準(zhun)(zhun)加快發(fa)(fa)(fa)展(zhan)(zhan)(zhan)是當前的(de)(de)(de)主(zhu)(zhu)題(ti)。對(dui)(dui)于內(nei)(nei)涵式發(fa)(fa)(fa)展(zhan)(zhan)(zhan)，有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)研(yan)(yan)究(jiu)認(ren)為應(ying)(ying)堅持以(yi)學(xue)(xue)(xue)(xue)(xue)生(sheng)為本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)、以(yi)質量(liang)(liang)(liang)為重、以(yi)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)為尺(chi)，加強通(tong)識(shi)(shi)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)、構建(jian)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)(pei)養(yang)質量(liang)(liang)(liang)保障體系(xi)(xi)等(deng)。對(dui)(dui)于高(gao)質量(liang)(liang)(liang)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)，有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)研(yan)(yan)究(jiu)提(ti)(ti)出(chu)(chu)(chu)(chu)(chu)了(le)(le)(le)(le)優化(hua)(hua)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)置(zhi)、加強教(jiao)(jiao)(jiao)(jiao)師隊伍建(jian)設(she)、完善(shan)與(yu)(yu)企業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)合(he)(he)作(zuo)機(ji)制(zhi)(zhi)、提(ti)(ti)高(gao)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)地位等(deng)策略(lve)。還(huan)(huan)有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)從《本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)層(ceng)次(ci)(ci)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)學(xue)(xue)(xue)(xue)(xue)校(xiao)設(she)置(zhi)標(biao)準(zhun)(zhun)(試行)》視角，探討了(le)(le)(le)(le)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)校(xiao)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)面(mian)(mian)臨(lin)(lin)的(de)(de)(de)問題(ti)與(yu)(yu)路徑，提(ti)(ti)出(chu)(chu)(chu)(chu)(chu)了(le)(le)(le)(le)樹立底線思維、創(chuang)新辦學(xue)(xue)(xue)(xue)(xue)體制(zhi)(zhi)機(ji)制(zhi)(zhi)、加強硬(ying)件及(ji)師資隊伍建(jian)設(she)、構建(jian)高(gao)水平(ping)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)(pei)養(yang)體系(xi)(xi)、向(xiang)應(ying)(ying)用型(xing)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)轉變(bian)、提(ti)(ti)升國際影(ying)響(xiang)力(li)、推進實(shi)(shi)踐知識(shi)(shi)系(xi)(xi)統化(hua)(hua)、超(chao)越標(biao)準(zhun)(zhun)追(zhui)求(qiu)(qiu)卓越、構建(jian)新發(fa)(fa)(fa)展(zhan)(zhan)(zhan)格局等(deng)路徑。③職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)(pei)養(yang)。職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)(pei)養(yang)既(ji)涉及(ji)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)建(jian)設(she)，也(ye)涉及(ji)培(pei)(pei)(pei)(pei)養(yang)模式，還(huan)(huan)涉及(ji)技(ji)術(shu)(shu)(shu)知識(shi)(shi)供(gong)(gong)(gong)給(gei)等(deng)。有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)研(yan)(yan)究(jiu)認(ren)為專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)建(jian)設(she)是職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)核(he)心任務之一，提(ti)(ti)出(chu)(chu)(chu)(chu)(chu)了(le)(le)(le)(le)以(yi)產(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)需(xu)求(qiu)(qiu)為導向(xiang)、以(yi)能(neng)(neng)力(li)培(pei)(pei)(pei)(pei)養(yang)為核(he)心、以(yi)校(xiao)企合(he)(he)作(zuo)為依托的(de)(de)(de)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)建(jian)設(she)路徑。有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)研(yan)(yan)究(jiu)認(ren)為職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)(pei)養(yang)模式應(ying)(ying)基于高(gao)層(ceng)次(ci)(ci)技(ji)術(shu)(shu)(shu)技(ji)能(neng)(neng)人(ren)(ren)才(cai)(cai)(cai)定位進行構建(jian)，職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)(pei)養(yang)模式應(ying)(ying)當與(yu)(yu)經濟社(she)(she)會(hui)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)需(xu)求(qiu)(qiu)相適應(ying)(ying)，強調(diao)產(chan)(chan)教(jiao)(jiao)(jiao)(jiao)融合(he)(he)和(he)(he)(he)(he)(he)(he)(he)校(xiao)企合(he)(he)作(zuo)，以(yi)實(shi)(shi)現教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)與(yu)(yu)產(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)緊密對(dui)(dui)接。有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)研(yan)(yan)究(jiu)認(ren)為技(ji)術(shu)(shu)(shu)知識(shi)(shi)供(gong)(gong)(gong)給(gei)是職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)的(de)(de)(de)重要(yao)支撐(cheng)，提(ti)(ti)出(chu)(chu)(chu)(chu)(chu)了(le)(le)(le)(le)通(tong)過(guo)(guo)優化(hua)(hua)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)建(jian)設(she)、課(ke)程體系(xi)(xi)、科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)研(yan)(yan)究(jiu)模式等(deng)要(yao)素，推動(dong)技(ji)術(shu)(shu)(shu)知識(shi)(shi)供(gong)(gong)(gong)給(gei)與(yu)(yu)經濟、教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)及(ji)個(ge)體發(fa)(fa)(fa)展(zhan)(zhan)(zhan)需(xu)求(qiu)(qiu)相匹配的(de)(de)(de)解決策略(lve)。④職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)社(she)(she)會(hui)認(ren)同(tong)與(yu)(yu)挑戰。目前，職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)既(ji)面(mian)(mian)臨(lin)(lin)著社(she)(she)會(hui)認(ren)同(tong)度(du)(du)(du)(du)低的(de)(de)(de)問題(ti)，也(ye)面(mian)(mian)臨(lin)(lin)著制(zhi)(zhi)度(du)(du)(du)(du)建(jian)設(she)滯(zhi)后、零散和(he)(he)(he)(he)(he)(he)(he)封閉等(deng)問題(ti)。有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)提(ti)(ti)出(chu)(chu)(chu)(chu)(chu)了(le)(le)(le)(le)通(tong)過(guo)(guo)增(zeng)強認(ren)同(tong)認(ren)知、維系(xi)(xi)認(ren)同(tong)情感、創(chuang)造認(ren)同(tong)動(dong)機(ji)和(he)(he)(he)(he)(he)(he)(he)助推認(ren)同(tong)行為等(deng)途徑重塑職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)社(she)(she)會(hui)形象。有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)者(zhe)(zhe)(zhe)分析(xi)了(le)(le)(le)(le)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)(ben)(ben)(ben)(ben)(ben)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)制(zhi)(zhi)度(du)(du)(du)(du)構建(jian)面(mian)(mian)臨(lin)(lin)的(de)(de)(de)挑戰，提(ti)(ti)出(chu)(chu)(chu)(chu)(chu)了(le)(le)(le)(le)應(ying)(ying)突出(chu)(chu)(chu)(chu)(chu)制(zhi)(zhi)度(du)(du)(du)(du)內(nei)(nei)容系(xi)(xi)統性(xing)(xing)(xing)、提(ti)(ti)升制(zhi)(zhi)度(du)(du)(du)(du)功能(neng)(neng)協同(tong)性(xing)(xing)(xing)和(he)(he)(he)(he)(he)(he)(he)增(zeng)強制(zhi)(zhi)度(du)(du)(du)(du)生(sheng)成開放性(xing)(xing)(xing)等(deng)策略(lve)。
3. 研究展(zhan)望。展(zhan)望未(wei)來，職(zhi)(zhi)業(ye)(ye)本科(ke)教(jiao)育(yu)應(ying)繼續(xu)堅持以高(gao)層次(ci)技(ji)術技(ji)能人(ren)才培養為目標定位，進(jin)一(yi)步關注實(shi)踐中面臨(lin)的(de)(de)問(wen)題，深化(hua)產(chan)教(jiao)融合(he)、校企合(he)作等模式的(de)(de)探索(suo)，不斷優化(hua)技(ji)術知識供(gong)給結構，加強對職(zhi)(zhi)業(ye)(ye)本科(ke)教(jiao)育(yu)國(guo)際經驗(yan)的(de)(de)比(bi)較研究，同(tong)時也應(ying)積極(ji)適應(ying)新形勢、新發展(zhan)和新需(xu)求，特別是(shi)在賦能新質生產(chan)力(li)(li)發展(zhan)、推進(jin)“人(ren)工智能+”行動(dong)、打(da)造新學習生態等方面進(jin)行積極(ji)探索(suo)，為推動(dong)我(wo)國(guo)職(zhi)(zhi)業(ye)(ye)本科(ke)教(jiao)育(yu)高(gao)質量發展(zhan)貢獻更多智慧和力(li)(li)量。
(三)技能(neng)型社會(hui)研究
2021年印發的(de)《中共中央辦公(gong)廳(ting)、國務院辦公(gong)廳(ting)關于推動現(xian)代職(zhi)業教(jiao)育高質量發展的(de)意見(jian)》提出了“技(ji)能型(xing)社會(hui)(hui)”這一概(gai)念，隨后社會(hui)(hui)各界對技(ji)能型(xing)社會(hui)(hui)是什(shen)么、為什(shen)么建(jian)設技(ji)能型(xing)社會(hui)(hui)、如何建(jian)設技(ji)能型(xing)社會(hui)(hui)開展廣泛(fan)深入(ru)的(de)討論，達成了一些共識。
技(ji)能型社(she)會是一(yi)(yi)個(ge)源(yuan)自政(zheng)策文本且具有(you)中國(guo)特色(se)的概(gai)念，很多研究用西(xi)方(fang)學者使用的“技(ji)能生態”(Skill Ecosystem)、“內(nei)生增長理論”等(deng)分析這一(yi)(yi)政(zheng)策概(gai)念。實際上，這一(yi)(yi)概(gai)念誕生于我國(guo)建設現代化產業體系(xi)、發展實體經濟、確(que)保制(zhi)造業一(yi)(yi)定規模的大背景下(xia)，它帶(dai)有(you)鮮明的時代特色(se)和國(guo)別特征。
放在(zai)中國國情中理解，技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)型社(she)(she)(she)會(hui)(hui)中的(de)(de)“技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)”的(de)(de)核(he)心(xin)(xin)是產(chan)業工人的(de)(de)操作(zuo)技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)。當然，操作(zuo)技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)也(ye)不單是產(chan)業工人簡單重復的(de)(de)低端技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)，也(ye)包(bao)括整合心(xin)(xin)智技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)和操作(zuo)技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)的(de)(de)解決復雜(za)生(sheng)產(chan)問題的(de)(de)高端技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)。技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)型社(she)(she)(she)會(hui)(hui)中的(de)(de)“社(she)(she)(she)會(hui)(hui)”，指的(de)(de)是發(fa)揮技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)作(zuo)為生(sheng)產(chan)要(yao)素的(de)(de)社(she)(she)(she)會(hui)(hui)形態、發(fa)展理念及其配套制度。技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)型社(she)(she)(she)會(hui)(hui)建(jian)設就是希望通(tong)過制度、組織、機(ji)制等(deng)的(de)(de)變革，實現(xian)“國家重視技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)、人人想(xiang)學(xue)技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)、處處可教(jiao)技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)”的(de)(de)社(she)(she)(she)會(hui)(hui)發(fa)展愿景(jing)。職(zhi)業教(jiao)育和技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)型社(she)(she)(she)會(hui)(hui)建(jian)設之間存在(zai)一種雙向關(guan)系：一是將技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)型社(she)(she)(she)會(hui)(hui)建(jian)設作(zuo)為解決職(zhi)業教(jiao)育發(fa)展困境(jing)的(de)(de)重要(yao)途徑，二是將發(fa)展職(zhi)業教(jiao)育作(zuo)為技(ji)(ji)(ji)(ji)(ji)能(neng)(neng)型社(she)(she)(she)會(hui)(hui)建(jian)設的(de)(de)核(he)心(xin)(xin)舉措。
把數(shu)量(liang)充足的(de)(de)(de)(de)(de)(de)(de)高(gao)素質技(ji)(ji)(ji)(ji)(ji)(ji)術技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)培養出(chu)來并使(shi)(shi)之發(fa)揮應(ying)有(you)(you)作用，是(shi)(shi)現代(dai)化(hua)(hua)產業(ye)(ye)體系建(jian)設(she)(she)的(de)(de)(de)(de)(de)(de)(de)支(zhi)撐，是(shi)(shi)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)型(xing)社會(hui)建(jian)設(she)(she)的(de)(de)(de)(de)(de)(de)(de)重(zhong)(zhong)(zhong)要(yao)任務(wu)。因此，技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)型(xing)社會(hui)建(jian)設(she)(she)遠(yuan)不(bu)(bu)止是(shi)(shi)一個(ge)(ge)職(zhi)業(ye)(ye)教育(yu)問(wen)題(ti)，它是(shi)(shi)一個(ge)(ge)綜合(he)性(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)社會(hui)問(wen)題(ti)。研究者將(jiang)這一問(wen)題(ti)分(fen)解為(wei)4個(ge)(ge)維(wei)度(du)(du)。一是(shi)(shi)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)培養問(wen)題(ti)。受政治、經濟(ji)、社會(hui)制度(du)(du)等影響，技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)形(xing)(xing)成(cheng)(cheng)模(mo)式在不(bu)(bu)同國家存在不(bu)(bu)同程度(du)(du)的(de)(de)(de)(de)(de)(de)(de)差異(yi)，包括(kuo)國家主(zhu)義(yi)、市(shi)場(chang)主(zhu)義(yi)、集體主(zhu)義(yi)以及分(fen)隔主(zhu)義(yi)等多種制度(du)(du)模(mo)式，而(er)我(wo)國的(de)(de)(de)(de)(de)(de)(de)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)形(xing)(xing)成(cheng)(cheng)體制呈(cheng)現出(chu)明顯的(de)(de)(de)(de)(de)(de)(de)碎片(pian)化(hua)(hua)特(te)征。提(ti)升(sheng)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)培養質量(liang)，要(yao)高(gao)度(du)(du)重(zhong)(zhong)(zhong)視企(qi)業(ye)(ye)在技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)形(xing)(xing)成(cheng)(cheng)中(zhong)的(de)(de)(de)(de)(de)(de)(de)關鍵作用，針對(dui)(dui)不(bu)(bu)同類型(xing)的(de)(de)(de)(de)(de)(de)(de)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)，制定學校(xiao)學習(xi)和工作場(chang)所(suo)學習(xi)的(de)(de)(de)(de)(de)(de)(de)交替方(fang)式，探索中(zhong)國特(te)色學徒制助力(li)(li)(li)(li)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)形(xing)(xing)成(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)施(shi)方(fang)式。二是(shi)(shi)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)評(ping)(ping)(ping)價問(wen)題(ti)。已(yi)有(you)(you)研究認(ren)為(wei)，職(zhi)業(ye)(ye)資格證(zheng)書(shu)(shu)是(shi)(shi)為(wei)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)提(ti)供技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)等級(ji)(ji)評(ping)(ping)(ping)價的(de)(de)(de)(de)(de)(de)(de)核心載(zai)體。但近年來取消大量(liang)職(zhi)業(ye)(ye)資格證(zheng)書(shu)(shu)，在降低勞動者和市(shi)場(chang)主(zhu)體間的(de)(de)(de)(de)(de)(de)(de)交易(yi)成(cheng)(cheng)本，提(ti)升(sheng)人(ren)(ren)(ren)(ren)力(li)(li)(li)(li)資源流動效(xiao)率的(de)(de)(de)(de)(de)(de)(de)同時(shi)，也消解了技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)評(ping)(ping)(ping)價的(de)(de)(de)(de)(de)(de)(de)權威(wei)性(xing)(xing)(xing)和公(gong)信(xin)力(li)(li)(li)(li)。因此要(yao)基于技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)(de)(de)專業(ye)(ye)化(hua)(hua)水平，重(zhong)(zhong)(zhong)構(gou)我(wo)國的(de)(de)(de)(de)(de)(de)(de)職(zhi)業(ye)(ye)資格證(zheng)書(shu)(shu)制度(du)(du)和資歷框架制度(du)(du)，形(xing)(xing)成(cheng)(cheng)通用性(xing)(xing)(xing)強(qiang)、公(gong)信(xin)力(li)(li)(li)(li)強(qiang)、互(hu)換(huan)性(xing)(xing)(xing)強(qiang)的(de)(de)(de)(de)(de)(de)(de)職(zhi)業(ye)(ye)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)等級(ji)(ji)評(ping)(ping)(ping)價制度(du)(du)。三是(shi)(shi)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)使(shi)(shi)用問(wen)題(ti)。學者們認(ren)為(wei)，勞動力(li)(li)(li)(li)市(shi)場(chang)分(fen)割、勞動力(li)(li)(li)(li)市(shi)場(chang)需求低端化(hua)(hua)、人(ren)(ren)(ren)(ren)工智能(neng)(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)(de)(de)無序(xu)推(tui)進等因素，均是(shi)(shi)造成(cheng)(cheng)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)在勞動力(li)(li)(li)(li)市(shi)場(chang)遭遇不(bu)(bu)公(gong)待遇、缺少(shao)發(fa)展動力(li)(li)(li)(li)等的(de)(de)(de)(de)(de)(de)(de)原因。未來應(ying)重(zhong)(zhong)(zhong)點改革我(wo)國勞動力(li)(li)(li)(li)市(shi)場(chang)中(zhong)歧(qi)視技(ji)(ji)(ji)(ji)(ji)(ji)術技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)制度(du)(du)和政策，注(zhu)(zhu)重(zhong)(zhong)(zhong)實(shi)(shi)體經濟(ji)發(fa)展，謹防(fang)零工經濟(ji)對(dui)(dui)勞動力(li)(li)(li)(li)的(de)(de)(de)(de)(de)(de)(de)虹吸效(xiao)應(ying)和對(dui)(dui)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)隊伍建(jian)設(she)(she)的(de)(de)(de)(de)(de)(de)(de)破(po)壞。四是(shi)(shi)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)認(ren)同問(wen)題(ti)。文(wen)化(hua)(hua)維(wei)度(du)(du)是(shi)(shi)很(hen)多學者研究技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)型(xing)社會(hui)的(de)(de)(de)(de)(de)(de)(de)視角，“人(ren)(ren)(ren)(ren)情磁力(li)(li)(li)(li)場(chang)”、社會(hui)認(ren)同、未來生命倫理等理論視角被用來闡述技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)型(xing)社會(hui)建(jian)設(she)(she)的(de)(de)(de)(de)(de)(de)(de)文(wen)化(hua)(hua)困境，并注(zhu)(zhu)重(zhong)(zhong)(zhong)從(cong)提(ti)升(sheng)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)自我(wo)認(ren)同和外部輿論環境友好性(xing)(xing)(xing)兩個(ge)(ge)方(fang)面，營造技(ji)(ji)(ji)(ji)(ji)(ji)術技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)人(ren)(ren)(ren)(ren)才(cai)(cai)成(cheng)(cheng)長的(de)(de)(de)(de)(de)(de)(de)良好環境。
未來(lai)關于技(ji)能(neng)型(xing)(xing)社(she)(she)會(hui)建(jian)設(she)(she)的研究(jiu)應重點(dian)關注兩個(ge)方面：一是秉持大(da)職(zhi)業教(jiao)(jiao)育(yu)的觀念，從學制設(she)(she)計、人才培(pei)養、產教(jiao)(jiao)融(rong)合等角度(du)分析職(zhi)業教(jiao)(jiao)育(yu)如(ru)何支撐技(ji)能(neng)型(xing)(xing)社(she)(she)會(hui)的建(jian)設(she)(she)；二是秉持制度(du)形成的社(she)(she)會(hui)建(jian)構觀，分析如(ru)何從社(she)(she)會(hui)形態和制度(du)層(ceng)面，破除制約職(zhi)業教(jiao)(jiao)育(yu)發展的難點(dian)、痛(tong)點(dian)問題。尤(you)其是要深入中國的政(zheng)治、經濟(ji)和社(she)(she)會(hui)制度(du)，結合中國社(she)(she)會(hui)治理的基(ji)本特征，分析技(ji)能(neng)型(xing)(xing)社(she)(she)會(hui)之于不同時空(kong)和不同主體(ti)的多樣性(xing)，提出源于職(zhi)業教(jiao)(jiao)育(yu)、超出職(zhi)業教(jiao)(jiao)育(yu)、融(rong)合職(zhi)業教(jiao)(jiao)育(yu)的綜合性(xing)建(jian)設(she)(she)方略。
(四)職業教育科教融匯研究
“科(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融匯(hui)(hui)(hui)”一詞正(zheng)式(shi)出現于(yu)黨(dang)的二十大(da)報告，其中指出“推進職(zhi)(zhi)普(pu)融通、產教(jiao)(jiao)(jiao)(jiao)融合(he)、科(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融匯(hui)(hui)(hui)，優(you)化(hua)職(zhi)(zhi)業教(jiao)(jiao)(jiao)(jiao)育(yu)類(lei)型地(di)位”。緊接(jie)著(zhu)，在中共中央辦公(gong)廳、國務院辦公(gong)廳印(yin)發《關(guan)于(yu)深化(hua)現代職(zhi)(zhi)業教(jiao)(jiao)(jiao)(jiao)育(yu)體系建設改革的意見(jian)》中表明“以(yi)深化(hua)產教(jiao)(jiao)(jiao)(jiao)融合(he)為重(zhong)(zhong)點(dian)，以(yi)推動職(zhi)(zhi)普(pu)融通為關(guan)鍵，以(yi)科(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融匯(hui)(hui)(hui)為新(xin)方(fang)向”。由(you)此可見(jian)，科(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融匯(hui)(hui)(hui)與職(zhi)(zhi)業教(jiao)(jiao)(jiao)(jiao)育(yu)辦學(xue)的產教(jiao)(jiao)(jiao)(jiao)融合(he)、職(zhi)(zhi)普(pu)融通兩大(da)底色并舉，是優(you)化(hua)職(zhi)(zhi)業教(jiao)(jiao)(jiao)(jiao)育(yu)類(lei)型地(di)位不(bu)可或(huo)缺且亟待解決的重(zhong)(zhong)大(da)特(te)色命題。
1. 研(yan)(yan)究進展。自(zi)2022年以來，相(xiang)關研(yan)(yan)究主題大致(zhi)經歷(li)了(le)價(jia)值(zhi)澄(cheng)清→概念辨析(xi)→路徑探索→困境(jing)分析(xi)→對(dui)策構(gou)建的(de)研(yan)(yan)究脈絡，其中對(dui)職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)科(ke)(ke)教(jiao)(jiao)融(rong)匯(hui)的(de)現狀透視較為缺(que)乏，已有的(de)相(xiang)關研(yan)(yan)究也(ye)是停留于(yu)(yu)經驗和理論思辨層(ceng)面(mian)。截至目前，已有研(yan)(yan)究澄(cheng)明(ming)了(le)職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)科(ke)(ke)教(jiao)(jiao)融(rong)匯(hui)的(de)價(jia)值(zhi)意蘊，從宏觀到(dao)中觀再到(dao)微觀，認為科(ke)(ke)教(jiao)(jiao)融(rong)匯(hui)對(dui)于(yu)(yu)實現國(guo)家戰略具有重大價(jia)值(zhi)、能(neng)提高職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)服務能(neng)級與辦學質量、有利于(yu)(yu)推(tui)進職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)產教(jiao)(jiao)融(rong)合；也(ye)解構(gou)了(le)職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)科(ke)(ke)教(jiao)(jiao)融(rong)匯(hui)的(de)內在含義，但尚(shang)未(wei)形成統一定(ding)論。爭議主要集中在對(dui)“科(ke)(ke)”的(de)理解，大致(zhi)分成科(ke)(ke)技說、科(ke)(ke)學說、科(ke)(ke)研(yan)(yan)說、綜合說四類(lei)，不(bu)(bu)(bu)同的(de)定(ding)義昭(zhao)示著科(ke)(ke)教(jiao)(jiao)融(rong)匯(hui)不(bu)(bu)(bu)同的(de)行(xing)(xing)動方向；也(ye)探索了(le)職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)科(ke)(ke)教(jiao)(jiao)融(rong)匯(hui)的(de)路徑選擇，基(ji)于(yu)(yu)組織(zhi)、制度、資源(yuan)、模式等(deng)不(bu)(bu)(bu)同的(de)視角對(dui)科(ke)(ke)教(jiao)(jiao)融(rong)匯(hui)進行(xing)(xing)了(le)不(bu)(bu)(bu)同類(lei)型的(de)路徑設計(ji)。
2. 主要(yao)觀點。科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)雖(sui)然(ran)正式(shi)出現于(yu)(yu)(yu)黨(dang)的(de)(de)(de)(de)二十(shi)大報告，但(dan)是(shi)(shi)(shi)(shi)(shi)(shi)其并非從(cong)0到(dao)1，而(er)是(shi)(shi)(shi)(shi)(shi)(shi)對(dui)“科(ke)(ke)(ke)(ke)(ke)(ke)”與(yu)(yu)(yu)“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”關系(xi)的(de)(de)(de)(de)重新(xin)(xin)框定。為何“科(ke)(ke)(ke)(ke)(ke)(ke)”與(yu)(yu)(yu)“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”要(yao)發(fa)生(sheng)(sheng)這(zhe)樣的(de)(de)(de)(de)改變(bian)？科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)能(neng)否給(gei)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)發(fa)展(zhan)(zhan)帶來新(xin)(xin)的(de)(de)(de)(de)契機(ji)？職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)應(ying)當如(ru)何看(kan)待科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)才能(neng)產生(sheng)(sheng)和以往不同的(de)(de)(de)(de)作用？帶著這(zhe)一(yi)系(xi)列疑問，嘗試對(dui)現有學(xue)術觀點進(jin)行(xing)反思。首先，科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)的(de)(de)(de)(de)內(nei)涵(han)結構是(shi)(shi)(shi)(shi)(shi)(shi)何？有研(yan)(yan)(yan)究者認為“科(ke)(ke)(ke)(ke)(ke)(ke)”是(shi)(shi)(shi)(shi)(shi)(shi)“科(ke)(ke)(ke)(ke)(ke)(ke)技”，“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”是(shi)(shi)(shi)(shi)(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)，“融(rong)(rong)(rong)(rong)(rong)(rong)”是(shi)(shi)(shi)(shi)(shi)(shi)過程(cheng)(cheng)，“匯(hui)(hui)(hui)(hui)”是(shi)(shi)(shi)(shi)(shi)(shi)結果；或(huo)認為“科(ke)(ke)(ke)(ke)(ke)(ke)”是(shi)(shi)(shi)(shi)(shi)(shi)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)(yan)，“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”是(shi)(shi)(shi)(shi)(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)(de)所(suo)有要(yao)素；或(huo)提(ti)出“科(ke)(ke)(ke)(ke)(ke)(ke)”是(shi)(shi)(shi)(shi)(shi)(shi)“科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)”，“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”是(shi)(shi)(shi)(shi)(shi)(shi)“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)”；又或(huo)把“科(ke)(ke)(ke)(ke)(ke)(ke)”看(kan)作一(yi)個復合型概念，認為其是(shi)(shi)(shi)(shi)(shi)(shi)科(ke)(ke)(ke)(ke)(ke)(ke)技、科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)(yan)、科(ke)(ke)(ke)(ke)(ke)(ke)學(xue)的(de)(de)(de)(de)集合體，“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”也(ye)看(kan)作一(yi)個復合型概念。事(shi)實(shi)(shi)上，科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)要(yao)推動(dong)(dong)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)領域(yu)迸發(fa)出新(xin)(xin)的(de)(de)(de)(de)活力(li)，就不能(neng)將(jiang)其簡單窄化(hua)(hua)為“科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)(yan)”與(yu)(yu)(yu)“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)”，其必須(xu)基(ji)(ji)(ji)于(yu)(yu)(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)歷史發(fa)展(zhan)(zhan)與(yu)(yu)(yu)實(shi)(shi)際情(qing)況，在汲(ji)取“科(ke)(ke)(ke)(ke)(ke)(ke)”與(yu)(yu)(yu)“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”關系(xi)的(de)(de)(de)(de)歷史發(fa)展(zhan)(zhan)經驗之后(hou)(hou)進(jin)行(xing)適切性構建。其次，落實(shi)(shi)科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)的(de)(de)(de)(de)關鍵為何？有研(yan)(yan)(yan)究基(ji)(ji)(ji)于(yu)(yu)(yu)組織(zhi)視(shi)角，提(ti)出建立(li)跨專(zhuan)業(ye)和跨主體的(de)(de)(de)(de)組織(zhi)；或(huo)基(ji)(ji)(ji)于(yu)(yu)(yu)資源建設提(ti)出打(da)造技術服務(wu)平臺；或(huo)基(ji)(ji)(ji)于(yu)(yu)(yu)制(zhi)度(du)視(shi)角提(ti)出加大政(zheng)策支(zhi)持(chi)、優化(hua)(hua)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)(yan)評價(jia)、完善(shan)科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)(yan)制(zhi)度(du)等；或(huo)基(ji)(ji)(ji)于(yu)(yu)(yu)模式(shi)建設提(ti)出變(bian)革學(xue)校的(de)(de)(de)(de)人才培養模式(shi)、科(ke)(ke)(ke)(ke)(ke)(ke)研(yan)(yan)(yan)模式(shi)與(yu)(yu)(yu)評價(jia)模式(shi)等；或(huo)基(ji)(ji)(ji)于(yu)(yu)(yu)課程(cheng)(cheng)視(shi)角嘗試探索職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)的(de)(de)(de)(de)課程(cheng)(cheng)轉化(hua)(hua)與(yu)(yu)(yu)課程(cheng)(cheng)秩序。與(yu)(yu)(yu)產教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)合、職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普融(rong)(rong)(rong)(rong)(rong)(rong)通相比(bi)，科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)好似無所(suo)不包，卻無從(cong)下手。這(zhe)一(yi)困(kun)囿的(de)(de)(de)(de)突破，除了需(xu)要(yao)在澄(cheng)清科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)內(nei)涵(han)的(de)(de)(de)(de)基(ji)(ji)(ji)礎(chu)上去思考行(xing)動(dong)(dong)的(de)(de)(de)(de)內(nei)容框架，還(huan)需(xu)要(yao)找到(dao)關鍵的(de)(de)(de)(de)具象載體。最后(hou)(hou)，科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)到(dao)底能(neng)夠(gou)走多(duo)遠？科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)通過推動(dong)(dong)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)質(zhi)態躍遷、賦能(neng)新(xin)(xin)質(zhi)生(sheng)(sheng)產力(li)進(jin)而(er)推動(dong)(dong)國家(jia)創新(xin)(xin)驅動(dong)(dong)發(fa)展(zhan)(zhan)戰略、科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)興(xing)國戰略等的(de)(de)(de)(de)實(shi)(shi)現，這(zhe)是(shi)(shi)(shi)(shi)(shi)(shi)學(xue)界乃至實(shi)(shi)踐界的(de)(de)(de)(de)共識。然(ran)而(er)科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)提(ti)出至今(jin)，無論(lun)中央還(huan)是(shi)(shi)(shi)(shi)(shi)(shi)地方還(huan)未有專(zhuan)門的(de)(de)(de)(de)配(pei)套(tao)細化(hua)(hua)政(zheng)策，也(ye)鮮(xian)有職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)院校進(jin)行(xing)科(ke)(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)融(rong)(rong)(rong)(rong)(rong)(rong)匯(hui)(hui)(hui)(hui)的(de)(de)(de)(de)系(xi)統化(hua)(hua)試點設計。對(dui)此，需(xu)要(yao)將(jiang)其與(yu)(yu)(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)發(fa)展(zhan)(zhan)重點形(xing)成聯(lian)動(dong)(dong)效應(ying)，并出臺相關配(pei)套(tao)政(zheng)策進(jin)行(xing)小范圍試點。
3. 研(yan)(yan)(yan)究展望。從(cong)(cong)研(yan)(yan)(yan)究方(fang)法上來(lai)看(kan)(kan)，要加強(qiang)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融(rong)(rong)匯(hui)(hui)的(de)實證研(yan)(yan)(yan)究，亟需通過構(gou)建(jian)測(ce)評(ping)體系(xi)去評(ping)價科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融(rong)(rong)匯(hui)(hui)的(de)實踐成效，以為構(gou)建(jian)出更合理(li)和(he)(he)更科(ke)(ke)(ke)(ke)學(xue)的(de)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融(rong)(rong)匯(hui)(hui)推進路(lu)(lu)徑提供有(you)(you)力證據(ju)。從(cong)(cong)研(yan)(yan)(yan)究視角(jiao)上來(lai)看(kan)(kan)，要加強(qiang)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融(rong)(rong)匯(hui)(hui)跨(kua)學(xue)科(ke)(ke)(ke)(ke)研(yan)(yan)(yan)究。已有(you)(you)研(yan)(yan)(yan)究大部分將科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融(rong)(rong)匯(hui)(hui)建(jian)設(she)看(kan)(kan)作教(jiao)(jiao)(jiao)(jiao)育(yu)系(xi)統內部的(de)問題，側重于從(cong)(cong)教(jiao)(jiao)(jiao)(jiao)育(yu)學(xue)的(de)既(ji)有(you)(you)視域分析其建(jian)設(she)內容和(he)(he)行動路(lu)(lu)向。然而，科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融(rong)(rong)匯(hui)(hui)這一概念從(cong)(cong)誕生之日(ri)，就注定是一個(ge)多維(wei)開放(fang)的(de)復合性概念，要跳(tiao)出教(jiao)(jiao)(jiao)(jiao)育(yu)看(kan)(kan)教(jiao)(jiao)(jiao)(jiao)育(yu)，融(rong)(rong)合多學(xue)科(ke)(ke)(ke)(ke)的(de)理(li)論(lun)、方(fang)法與成果。從(cong)(cong)研(yan)(yan)(yan)究內容上來(lai)看(kan)(kan)，要強(qiang)化(hua)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融(rong)(rong)匯(hui)(hui)的(de)職(zhi)業教(jiao)(jiao)(jiao)(jiao)育(yu)特(te)性研(yan)(yan)(yan)究。還(huan)需深入探索科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融(rong)(rong)匯(hui)(hui)理(li)念究竟對職(zhi)業教(jiao)(jiao)(jiao)(jiao)育(yu)人才培養定位、專(zhuan)業課程體系(xi)、教(jiao)(jiao)(jiao)(jiao)學(xue)組織管理(li)、學(xue)校評(ping)價模式等產(chan)生何種影(ying)響，如何走出一條具有(you)(you)職(zhi)業教(jiao)(jiao)(jiao)(jiao)育(yu)特(te)色的(de)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)(jiao)融(rong)(rong)匯(hui)(hui)發展道路(lu)(lu)。
(五)人才培養(yang)改革研究
職(zhi)業教(jiao)育(yu)為經(jing)濟社會(hui)發展(zhan)(zhan)提供了(le)大批高技能人才，成(cheng)為經(jing)濟轉型發展(zhan)(zhan)的重要(yao)支撐(cheng)。經(jing)濟社會(hui)發展(zhan)(zhan)對高技能人才素(su)質的要(yao)求不(bu)斷提升，職(zhi)業教(jiao)育(yu)在人才培養理念、方式與(yu)標準方面亟(ji)需做(zuo)出相應創新。
1. 研(yan)究(jiu)(jiu)進展。2023年，學(xue)(xue)術界圍繞職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)基(ji)本(ben)理(li)論、內(nei)涵建設(she)路徑、“三(san)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”改(gai)革(ge)、國家教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)成果獎(jiang)等展開研(yan)究(jiu)(jiu)，在多方面形成建設(she)性觀(guan)點。一是職(zhi)(zhi)業(ye)本(ben)科(ke)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)學(xue)(xue)理(li)問題。研(yan)究(jiu)(jiu)對(dui)(dui)職(zhi)(zhi)業(ye)本(ben)科(ke)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)目標和(he)定位有了更(geng)深認識(shi)。在數(shu)字經濟(ji)時代(dai)，職(zhi)(zhi)業(ye)本(ben)科(ke)應著力培(pei)(pei)養(yang)(yang)(yang)高(gao)層次、復合(he)(he)(he)型、工(gong)程型的高(gao)技能人(ren)(ren)才(cai)(cai)(cai)，堅持類型教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)發展方向，凸顯(xian)職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)屬性。二是職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)的專(zhuan)(zhuan)業(ye)及專(zhuan)(zhuan)業(ye)群建設(she)。專(zhuan)(zhuan)業(ye)(群)設(she)置及建設(she)要(yao)緊(jin)(jin)密(mi)(mi)對(dui)(dui)接行(xing)業(ye)產業(ye)狀況，專(zhuan)(zhuan)業(ye)規模與產業(ye)規模協(xie)調，專(zhuan)(zhuan)業(ye)結(jie)構(gou)與產業(ye)結(jie)構(gou)適(shi)應，人(ren)(ren)才(cai)(cai)(cai)供給與行(xing)業(ye)人(ren)(ren)才(cai)(cai)(cai)需(xu)求(qiu)匹配，專(zhuan)(zhuan)業(ye)建設(she)質量(liang)(liang)滿足行(xing)業(ye)需(xu)求(qiu)。三(san)是職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)與產業(ye)對(dui)(dui)接問題。市域產教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)聯合(he)(he)(he)體(ti)(ti)是有效的校(xiao)企合(he)(he)(he)作(zuo)(zuo)機制，它以產業(ye)園區為合(he)(he)(he)作(zuo)(zuo)基(ji)礎(chu)，發揮政府統籌、產業(ye)聚合(he)(he)(he)、企業(ye)牽(qian)引(yin)、學(xue)(xue)校(xiao)主體(ti)(ti)的作(zuo)(zuo)用，促進教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)鏈(lian)(lian)(lian)、人(ren)(ren)才(cai)(cai)(cai)鏈(lian)(lian)(lian)與產業(ye)鏈(lian)(lian)(lian)、創新(xin)鏈(lian)(lian)(lian)緊(jin)(jin)密(mi)(mi)結(jie)合(he)(he)(he)，有效提高(gao)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)質量(liang)(liang)。四(si)是職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)“三(san)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)”改(gai)革(ge)。職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)要(yao)在教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師素(su)養(yang)(yang)(yang)、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)方法、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材內(nei)容等方面系(xi)統更(geng)新(xin)，通過現(xian)代(dai)學(xue)(xue)徒制、“崗課賽證”融通、培(pei)(pei)養(yang)(yang)(yang)現(xian)場工(gong)程師等措施，大幅提升職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)和(he)產業(ye)需(xu)求(qiu)發展之間的契合(he)(he)(he)度。五是職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)國家級教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)成果獎(jiang)。2023年7月(yue)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)部(bu)公布職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)國家級教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)成果獎(jiang)572項，“人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)”成熱(re)門主題，占獲獎(jiang)數(shu)42.5%。內(nei)容涉(she)及人(ren)(ren)才(cai)(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)的體(ti)(ti)系(xi)構(gou)建、模式(shi)改(gai)革(ge)、新(xin)生態、命運共同體(ti)(ti)等。
2. 主(zhu)要觀點。一(yi)(yi)是(shi)人才(cai)(cai)培(pei)養(yang)(yang)定(ding)位(wei)(wei)是(shi)職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)與(yu)普通(tong)教(jiao)(jiao)(jiao)(jiao)育(yu)差異化(hua)辦(ban)學(xue)(xue)(xue)的(de)(de)(de)主(zhu)要依據(ju)。根據(ju)類型(xing)教(jiao)(jiao)(jiao)(jiao)育(yu)理念，職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)要凸顯職(zhi)業(ye)(ye)(ye)(ye)(ye)屬(shu)性，根據(ju)技(ji)術變革(ge)階(jie)段和市(shi)場需(xu)求(qiu)情(qing)況(kuang)動(dong)(dong)態調(diao)整優(you)化(hua)人才(cai)(cai)培(pei)養(yang)(yang)目(mu)標(biao)，并根據(ju)人才(cai)(cai)質量(liang)反饋機(ji)制檢(jian)驗培(pei)養(yang)(yang)目(mu)標(biao)的(de)(de)(de)科(ke)(ke)學(xue)(xue)(xue)性。二是(shi)職(zhi)業(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)科(ke)(ke)院(yuan)校(xiao)(xiao)的(de)(de)(de)認(ren)(ren)同(tong)(tong)(tong)危(wei)機(ji)急需(xu)通(tong)過(guo)提高(gao)(gao)辦(ban)學(xue)(xue)(xue)質量(liang)重塑其社會(hui)地位(wei)(wei)。研究(jiu)認(ren)(ren)為(wei)，職(zhi)業(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)科(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)面臨社會(hui)認(ren)(ren)同(tong)(tong)(tong)度低的(de)(de)(de)危(wei)機(ji)，歸(gui)因(yin)于傳(chuan)統認(ren)(ren)知對(dui)職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)的(de)(de)(de)偏見及(ji)現有職(zhi)業(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)科(ke)(ke)院(yuan)校(xiao)(xiao)質量(liang)總(zong)體不高(gao)(gao)的(de)(de)(de)現實(shi)，急需(xu)職(zhi)業(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)科(ke)(ke)院(yuan)校(xiao)(xiao)提升(sheng)辦(ban)學(xue)(xue)(xue)質量(liang)，重塑社會(hui)形象。三是(shi)以數字(zi)(zi)化(hua)轉型(xing)推(tui)(tui)動(dong)(dong)職(zhi)業(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)科(ke)(ke)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)改(gai)革(ge)。研究(jiu)認(ren)(ren)為(wei)，智能(neng)時代的(de)(de)(de)技(ji)術知識特征(zheng)，構(gou)成了職(zhi)業(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)科(ke)(ke)人才(cai)(cai)培(pei)養(yang)(yang)定(ding)位(wei)(wei)的(de)(de)(de)內在邏(luo)(luo)輯(ji)。高(gao)(gao)技(ji)能(neng)人才(cai)(cai)必須增加跨學(xue)(xue)(xue)科(ke)(ke)視野、較高(gao)(gao)數字(zi)(zi)素養(yang)(yang)、自身可(ke)持續發展(zhan)等方(fang)面素質，以數字(zi)(zi)化(hua)轉型(xing)推(tui)(tui)動(dong)(dong)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)改(gai)革(ge)是(shi)職(zhi)業(ye)(ye)(ye)(ye)(ye)本(ben)(ben)(ben)科(ke)(ke)提升(sheng)辦(ban)學(xue)(xue)(xue)質量(liang)的(de)(de)(de)有效路徑。四是(shi)以專業(ye)(ye)(ye)(ye)(ye)建設(she)(she)(she)為(wei)切入點提升(sheng)職(zhi)業(ye)(ye)(ye)(ye)(ye)院(yuan)校(xiao)(xiao)核心競爭力(li)。要建設(she)(she)(she)與(yu)企(qi)(qi)業(ye)(ye)(ye)(ye)(ye)崗(gang)位(wei)(wei)(群)相(xiang)對(dui)應的(de)(de)(de)專業(ye)(ye)(ye)(ye)(ye)(群)，以服(fu)務區(qu)域(yu)經(jing)濟社會(hui)發展(zhan)。此外，各專業(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)課程(cheng)(cheng)設(she)(she)(she)置應由靜(jing)態的(de)(de)(de)學(xue)(xue)(xue)科(ke)(ke)邏(luo)(luo)輯(ji)課程(cheng)(cheng)轉向動(dong)(dong)態的(de)(de)(de)行(xing)動(dong)(dong)邏(luo)(luo)輯(ji)課程(cheng)(cheng)，使課程(cheng)(cheng)內容與(yu)職(zhi)業(ye)(ye)(ye)(ye)(ye)標(biao)準相(xiang)對(dui)接。五是(shi)“一(yi)(yi)體兩翼”建設(she)(she)(she)有利于促進職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)人才(cai)(cai)培(pei)養(yang)(yang)過(guo)程(cheng)(cheng)實(shi)現產(chan)教(jiao)(jiao)(jiao)(jiao)深度融合(he)。其中，市(shi)域(yu)產(chan)教(jiao)(jiao)(jiao)(jiao)聯合(he)體建設(she)(she)(she)、行(xing)業(ye)(ye)(ye)(ye)(ye)產(chan)教(jiao)(jiao)(jiao)(jiao)融合(he)共同(tong)(tong)(tong)體，已成為(wei)促進校(xiao)(xiao)企(qi)(qi)合(he)作的(de)(de)(de)新紐帶、新模式，推(tui)(tui)動(dong)(dong)課程(cheng)(cheng)設(she)(she)(she)置與(yu)就業(ye)(ye)(ye)(ye)(ye)需(xu)求(qiu)匹配、實(shi)踐教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)和產(chan)學(xue)(xue)(xue)研深度融合(he)。
3. 研究(jiu)(jiu)展(zhan)望(wang)。綜合來(lai)(lai)看，關于(yu)職(zhi)業教育(yu)人(ren)(ren)才培(pei)養改(gai)革(ge)(ge)的研究(jiu)(jiu)取得了進(jin)展(zhan)，但(dan)還面(mian)臨(lin)諸多挑戰(zhan)。首先，職(zhi)業教育(yu)發展(zhan)環境正發生劇變(bian)，新(xin)(xin)一輪產(chan)業技(ji)術革(ge)(ge)命推動(dong)了人(ren)(ren)才需(xu)(xu)求(qiu)變(bian)革(ge)(ge)。其次，隨著經濟結構(gou)轉型升級，職(zhi)業教育(yu)需(xu)(xu)優化(hua)專業設置和課程體系，以滿足新(xin)(xin)興(xing)行(xing)業需(xu)(xu)求(qiu)。因此，未來(lai)(lai)職(zhi)業教育(yu)人(ren)(ren)才培(pei)養改(gai)革(ge)(ge)研究(jiu)(jiu)可進(jin)一步關注(zhu)人(ren)(ren)工智(zhi)能技(ji)術在教育(yu)場(chang)景的應用、數(shu)字化(hua)時代教師專業發展(zhan)、職(zhi)業教育(yu)高質量發展(zhan)等領域，并在人(ren)(ren)才培(pei)養質量評價領域取得突破，以應對未來(lai)(lai)的機遇和挑戰(zhan)。
(六)職業(ye)教(jiao)育高質量(liang)發展(zhan)研究
黨(dang)的二(er)十大將高質(zhi)量發(fa)展確立為全面建設社會主義現代化(hua)(hua)國家的首要任務(wu)。2020年12月頒布的《關于(yu)深化(hua)(hua)現代職(zhi)業教(jiao)育體(ti)系(xi)建設改革的意(yi)見》把(ba)推動現代職(zhi)業教(jiao)育高質(zhi)量發(fa)展擺在了更(geng)加突出的位置。
1. 研究進(jin)展(zhan)。2023年職(zhi)(zhi)業(ye)教(jiao)育(yu)高(gao)質量(liang)發(fa)展(zhan)的(de)關(guan)鍵詞是(shi)“鄉村振興(xing)”和“數字化(hua)(hua)”。職(zhi)(zhi)業(ye)教(jiao)育(yu)高(gao)質量(liang)發(fa)展(zhan)是(shi)以(yi)教(jiao)育(yu)強國為背景，以(yi)經濟社會高(gao)質量(liang)發(fa)展(zhan)為抓(zhua)手，以(yi)中(zhong)國式(shi)現代(dai)化(hua)(hua)來(lai)實現共同富裕的(de)目標。因此，在職(zhi)(zhi)業(ye)教(jiao)育(yu)高(gao)質量(liang)發(fa)展(zhan)的(de)進(jin)程中(zhong)，要(yao)重點關(guan)注(zhu)鄉村振興(xing)，通過職(zhi)(zhi)業(ye)教(jiao)育(yu)為鄉村發(fa)展(zhan)注(zhu)入(ru)強勁動力。同時，職(zhi)(zhi)業(ye)教(jiao)育(yu)高(gao)質量(liang)發(fa)展(zhan)要(yao)依托數字化(hua)(hua)來(lai)實現，通過數字化(hua)(hua)帶動職(zhi)(zhi)業(ye)教(jiao)育(yu)改革。
2. 主要(yao)(yao)觀(guan)點(dian)。一是職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)內(nei)涵解(jie)析(xi)。職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)，其核心在(zai)于內(nei)涵建設(she)(she)。這一過程(cheng)以(yi)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)治理為關鍵，以(yi)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)標(biao)準為前提(ti)，以(yi)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)評(ping)價為保障，并以(yi)改革創(chuang)新為驅(qu)動(dong)力。具體(ti)表現(xian)(xian)(xian)為專業(ye)(ye)(ye)(ye)(ye)(ye)(ye)建設(she)(she)、課(ke)程(cheng)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)、教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)隊伍、校企合(he)作以(yi)及(ji)(ji)職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)培(pei)訓等方(fang)(fang)面(mian)(mian)的(de)(de)(de)(de)(de)(de)全面(mian)(mian)提(ti)升與(yu)(yu)優(you)(you)化(hua)(hua)(hua)。二是職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)現(xian)(xian)(xian)實(shi)(shi)(shi)意義。職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)在(zai)經濟社會(hui)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)中具有(you)(you)重(zhong)(zhong)要(yao)(yao)的(de)(de)(de)(de)(de)(de)現(xian)(xian)(xian)實(shi)(shi)(shi)意義。特(te)(te)別是在(zai)鄉村振(zhen)興的(de)(de)(de)(de)(de)(de)背(bei)景(jing)(jing)下，職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)有(you)(you)助(zhu)于實(shi)(shi)(shi)現(xian)(xian)(xian)共(gong)同富裕的(de)(de)(de)(de)(de)(de)目標(biao)。縣域(yu)職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)作為基層(ceng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)重(zhong)(zhong)要(yao)(yao)組成部分(fen)，需優(you)(you)化(hua)(hua)(hua)結構、內(nei)容體(ti)系及(ji)(ji)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)秩序，強化(hua)(hua)(hua)地(di)(di)方(fang)(fang)性(xing)特(te)(te)色，并協(xie)調(diao)政府(fu)、市場與(yu)(yu)社會(hui)的(de)(de)(de)(de)(de)(de)關系。面(mian)(mian)對現(xian)(xian)(xian)實(shi)(shi)(shi)挑戰，應推(tui)動(dong)制度供給，確保教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)與(yu)(yu)鄉村振(zhen)興的(de)(de)(de)(de)(de)(de)同步提(ti)升，助(zhu)力實(shi)(shi)(shi)現(xian)(xian)(xian)農業(ye)(ye)(ye)(ye)(ye)(ye)(ye)強、農村美、農民富的(de)(de)(de)(de)(de)(de)宏偉目標(biao)。三是職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)邏(luo)(luo)輯(ji)框架(jia)。職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)邏(luo)(luo)輯(ji)框架(jia)包(bao)括思維(wei)層(ceng)面(mian)(mian)和實(shi)(shi)(shi)踐(jian)層(ceng)面(mian)(mian)。在(zai)思維(wei)層(ceng)面(mian)(mian)，職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)應立(li)足(zu)未來工作世界的(de)(de)(de)(de)(de)(de)底層(ceng)邏(luo)(luo)輯(ji)，并遵循(xun)(xun)國家、社會(hui)、教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)戰略的(de)(de)(de)(de)(de)(de)頂(ding)層(ceng)邏(luo)(luo)輯(ji)。在(zai)實(shi)(shi)(shi)踐(jian)層(ceng)面(mian)(mian)，應遵循(xun)(xun)“頂(ding)天立(li)地(di)(di)”的(de)(de)(de)(de)(de)(de)邏(luo)(luo)輯(ji)，既要(yao)(yao)立(li)足(zu)現(xian)(xian)(xian)實(shi)(shi)(shi)，又要(yao)(yao)著眼未來。為實(shi)(shi)(shi)現(xian)(xian)(xian)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)，職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)需優(you)(you)化(hua)(hua)(hua)類型(xing)定(ding)位(wei)，提(ti)升人(ren)才培(pei)養質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)，完善體(ti)系布(bu)局(ju)，深化(hua)(hua)(hua)產教(jiao)(jiao)(jiao)(jiao)(jiao)融合(he)，并改革評(ping)價體(ti)系。同時，還應將“主動(dong)”“循(xun)(xun)環”“多(duo)元(yuan)”作為質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)治理的(de)(de)(de)(de)(de)(de)邏(luo)(luo)輯(ji)轉向。四是職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)地(di)(di)方(fang)(fang)模(mo)(mo)式(shi)。我國31個省級政府(fu)在(zai)“十四五”規劃(hua)中均(jun)對職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)進行了規劃(hua)，這體(ti)現(xian)(xian)(xian)了職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)地(di)(di)方(fang)(fang)模(mo)(mo)式(shi)特(te)(te)征(zheng)。其中，江西、山東、貴州、四川、重(zhong)(zhong)慶(qing)等地(di)(di)均(jun)結合(he)本地(di)(di)實(shi)(shi)(shi)際，制定(ding)了具有(you)(you)地(di)(di)方(fang)(fang)特(te)(te)色的(de)(de)(de)(de)(de)(de)職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)模(mo)(mo)式(shi)。五是職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)與(yu)(yu)數(shu)(shu)(shu)字(zi)化(hua)(hua)(hua)趨勢。隨著信息技術(shu)的(de)(de)(de)(de)(de)(de)飛速發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)，數(shu)(shu)(shu)字(zi)化(hua)(hua)(hua)已成為職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)重(zhong)(zhong)要(yao)(yao)趨勢。職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)字(zi)化(hua)(hua)(hua)是實(shi)(shi)(shi)現(xian)(xian)(xian)職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)現(xian)(xian)(xian)代化(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)必由(you)之路，也是推(tui)進職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)必然選擇(ze)。在(zai)數(shu)(shu)(shu)字(zi)化(hua)(hua)(hua)背(bei)景(jing)(jing)下，職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)應充分(fen)利用數(shu)(shu)(shu)字(zi)經濟和數(shu)(shu)(shu)字(zi)技術(shu)推(tui)動(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)改革，實(shi)(shi)(shi)現(xian)(xian)(xian)創(chuang)新型(xing)人(ren)才培(pei)養。同時，還需加強數(shu)(shu)(shu)字(zi)化(hua)(hua)(hua)基礎設(she)(she)施建設(she)(she)，提(ti)高(gao)(gao)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)數(shu)(shu)(shu)字(zi)化(hua)(hua)(hua)素養，以(yi)支撐(cheng)職(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)高(gao)(gao)質(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)。
3. 研究展望。新(xin)(xin)質生產力(li)作為習(xi)近平總(zong)書(shu)記對馬克思主義生產力(li)理論的突破(po)創(chuang)新(xin)(xin)，為職(zhi)業教育(yu)的高質量發展提供了新(xin)(xin)思路和新(xin)(xin)路徑，同(tong)時也提出(chu)了更高的要(yao)求，需(xu)要(yao)職(zhi)業教育(yu)在(zai)人(ren)才培養、教學模式、課程設置等方面進行(xing)創(chuang)新(xin)(xin)和改(gai)革。因(yin)此(ci)，如何與新(xin)(xin)質生產力(li)共同(tong)生長成(cheng)為職(zhi)業教育(yu)在(zai)未來需(xu)要(yao)面對的重大課題。
(七)“雙(shuang)師型”教師隊伍建設研究
“雙(shuang)師(shi)型(xing)(xing)”教師(shi)隊(dui)(dui)伍(wu)(wu)建設(she)(she)一直(zhi)是職業(ye)教育類型(xing)(xing)發展的實(shi)踐(jian)任務和(he)(he)研究(jiu)重點之一。2023年，習近平總書(shu)記關于教育家精(jing)神(shen)的深刻闡釋和(he)(he)學界關于職業(ye)教育領域教師(shi)隊(dui)(dui)伍(wu)(wu)建設(she)(she)的研究(jiu)，為(wei)職業(ye)院校(xiao)“雙(shuang)師(shi)型(xing)(xing)”教師(shi)隊(dui)(dui)伍(wu)(wu)建設(she)(she)實(shi)踐(jian)提供了根本遵循和(he)(he)現實(shi)理據。
1. 研(yan)(yan)究(jiu)進展。學者(zhe)們對(dui)“雙(shuang)師(shi)型”教(jiao)(jiao)(jiao)師(shi)隊(dui)伍的研(yan)(yan)究(jiu)，更(geng)(geng)加(jia)遵(zun)循立德樹人根本(ben)任務，研(yan)(yan)究(jiu)視角更(geng)(geng)多從現場工程師(shi)培養的現實(shi)需求(qiu)切入(ru)，研(yan)(yan)究(jiu)主(zhu)體更(geng)(geng)加(jia)突出(chu)“雙(shuang)師(shi)型”教(jiao)(jiao)(jiao)師(shi)個體成長(chang)和“雙(shuang)師(shi)型”教(jiao)(jiao)(jiao)學團隊(dui)建(jian)設(she)相結(jie)合，機制構(gou)建(jian)更(geng)(geng)加(jia)強調(diao)要適應“三教(jiao)(jiao)(jiao)”(職業教(jiao)(jiao)(jiao)育、高等教(jiao)(jiao)(jiao)育和繼續教(jiao)(jiao)(jiao)育)、“三融(rong)”(職普融(rong)通、產教(jiao)(jiao)(jiao)融(rong)合和科教(jiao)(jiao)(jiao)融(rong)匯)的應然取向和現實(shi)訴求(qiu)。
2. 主(zhu)(zhu)要(yao)觀點(dian)。①梳理政(zheng)策(ce)脈絡：闡釋了(le)(le)(le)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊(dui)(dui)伍建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)(she)(she)的(de)(de)(de)重要(yao)意義。“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊(dui)(dui)伍作(zuo)為(wei)職業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)區別(bie)于普(pu)通教(jiao)(jiao)(jiao)育(yu)的(de)(de)(de)主(zhu)(zhu)要(yao)特(te)(te)(te)征之一，其界(jie)定、建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)(she)(she)舉措在政(zheng)策(ce)層面中(zhong)(zhong)隨著職業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)的(de)(de)(de)高質(zhi)量發展(zhan)和(he)(he)人才培(pei)(pei)養(yang)(yang)(yang)(yang)需求(qiu)的(de)(de)(de)革新(xin)不斷被賦予新(xin)的(de)(de)(de)時代特(te)(te)(te)征。一方(fang)面，政(zheng)策(ce)指導了(le)(le)(le)學(xue)校(xiao)(xiao)、企(qi)(qi)業(ye)(ye)(ye)共同培(pei)(pei)養(yang)(yang)(yang)(yang)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊(dui)(dui)伍，另一方(fang)面，“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊(dui)(dui)伍建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)(she)(she)的(de)(de)(de)豐(feng)富實(shi)踐(jian)也(ye)反過來影(ying)響新(xin)的(de)(de)(de)政(zheng)策(ce)和(he)(he)實(shi)施(shi)細則的(de)(de)(de)制(zhi)訂。②厘清內(nei)(nei)涵(han)特(te)(te)(te)征：以(yi)(yi)類型(xing)(xing)(xing)定位作(zuo)為(wei)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)定義的(de)(de)(de)邏輯起點(dian)。把(ba)職業(ye)(ye)(ye)院校(xiao)(xiao)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊(dui)(dui)伍建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)(she)(she)研究放到(dao)了(le)(le)(le)校(xiao)(xiao)企(qi)(qi)合作(zuo)的(de)(de)(de)視域下(xia)，放到(dao)了(le)(le)(le)產(chan)(chan)業(ye)(ye)(ye)轉型(xing)(xing)(xing)升級(ji)的(de)(de)(de)大背(bei)景下(xia)，對(dui)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”初、中(zhong)(zhong)、高三個層次進(jin)行了(le)(le)(le)界(jie)定，對(dui)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)主(zhu)(zhu)體(ti)(ti)(ti)進(jin)行了(le)(le)(le)形塑(su)，從教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)個體(ti)(ti)(ti)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)”素質(zhi)內(nei)(nei)涵(han)和(he)(he)外延的(de)(de)(de)界(jie)定轉到(dao)對(dui)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)”團(tuan)隊(dui)(dui)組(zu)建(jian)(jian)(jian)(jian)(jian)邏輯、群體(ti)(ti)(ti)特(te)(te)(te)征、增值效應的(de)(de)(de)解構(gou)，既拓展(zhan)、深化(hua)(hua)了(le)(le)(le)傳統“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)內(nei)(nei)涵(han)，又強(qiang)化(hua)(hua)了(le)(le)(le)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)團(tuan)隊(dui)(dui)共同體(ti)(ti)(ti)、結(jie)(jie)構(gou)化(hua)(hua)和(he)(he)專(zhuan)(zhuan)業(ye)(ye)(ye)化(hua)(hua)的(de)(de)(de)類型(xing)(xing)(xing)特(te)(te)(te)征。③剖析實(shi)踐(jian)困境：把(ba)準(zhun)(zhun)了(le)(le)(le)職業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊(dui)(dui)伍結(jie)(jie)構(gou)性矛盾。從培(pei)(pei)養(yang)(yang)(yang)(yang)主(zhu)(zhu)體(ti)(ti)(ti)(政(zheng)府、企(qi)(qi)業(ye)(ye)(ye)、學(xue)校(xiao)(xiao))缺位、制(zhi)度(du)失范、體(ti)(ti)(ti)系缺效、自身(shen)動(dong)力(li)不足等(deng)問題出發，解析職業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)高質(zhi)量人才培(pei)(pei)養(yang)(yang)(yang)(yang)、企(qi)(qi)業(ye)(ye)(ye)現(xian)場工程師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)培(pei)(pei)養(yang)(yang)(yang)(yang)和(he)(he)產(chan)(chan)業(ye)(ye)(ye)革命對(dui)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)的(de)(de)(de)迫切(qie)需求(qiu)，有力(li)論證了(le)(le)(le)打破(po)教(jiao)(jiao)(jiao)育(yu)與(yu)職業(ye)(ye)(ye)、學(xue)校(xiao)(xiao)與(yu)企(qi)(qi)業(ye)(ye)(ye)、理論與(yu)實(shi)踐(jian)的(de)(de)(de)壁(bi)壘，實(shi)現(xian)教(jiao)(jiao)(jiao)育(yu)界(jie)、科(ke)技界(jie)和(he)(he)產(chan)(chan)業(ye)(ye)(ye)界(jie)的(de)(de)(de)跨界(jie)培(pei)(pei)養(yang)(yang)(yang)(yang)以(yi)(yi)及政(zheng)、社、校(xiao)(xiao)、企(qi)(qi)的(de)(de)(de)多方(fang)協(xie)同，需以(yi)(yi)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊(dui)(dui)伍建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)(she)(she)為(wei)支(zhi)撐，彌補課(ke)堂內(nei)(nei)外育(yu)人價(jia)值的(de)(de)(de)缺失。④探究多維路(lu)徑：有效銜接了(le)(le)(le)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)國(guo)家標(biao)(biao)準(zhun)(zhun)和(he)(he)院校(xiao)(xiao)實(shi)踐(jian)。2023年度(du)，結(jie)(jie)合現(xian)代職教(jiao)(jiao)(jiao)體(ti)(ti)(ti)系建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)(she)(she)，將產(chan)(chan)教(jiao)(jiao)(jiao)融合、共同體(ti)(ti)(ti)建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)(she)(she)作(zuo)為(wei)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊(dui)(dui)伍建(jian)(jian)(jian)(jian)(jian)設(she)(she)(she)(she)(she)的(de)(de)(de)行動(dong)策(ce)略。對(dui)接產(chan)(chan)業(ye)(ye)(ye)轉型(xing)(xing)(xing)需求(qiu)，圍繞職業(ye)(ye)(ye)院校(xiao)(xiao)專(zhuan)(zhuan)任(ren)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)和(he)(he)兼(jian)職教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)的(de)(de)(de)準(zhun)(zhun)入標(biao)(biao)準(zhun)(zhun)、專(zhuan)(zhuan)業(ye)(ye)(ye)標(biao)(biao)準(zhun)(zhun)和(he)(he)評價(jia)標(biao)(biao)準(zhun)(zhun)等(deng)，兼(jian)顧了(le)(le)(le)普(pu)適性和(he)(he)創(chuang)新(xin)性，兼(jian)顧了(le)(le)(le)行業(ye)(ye)(ye)標(biao)(biao)準(zhun)(zhun)和(he)(he)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)范要(yao)求(qiu)，探索(suo)了(le)(le)(le)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)的(de)(de)(de)培(pei)(pei)養(yang)(yang)(yang)(yang)機制(zhi)和(he)(he)保障機制(zhi)，點(dian)面結(jie)(jie)合，打造了(le)(le)(le)職業(ye)(ye)(ye)院校(xiao)(xiao)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)培(pei)(pei)養(yang)(yang)(yang)(yang)的(de)(de)(de)樣(yang)本范式。
3. 研究展(zhan)(zhan)望。新(xin)(xin)時期新(xin)(xin)質(zhi)(zhi)(zhi)生產力(li)成為推進高質(zhi)(zhi)(zhi)量(liang)發(fa)展(zhan)(zhan)的根本動力(li)，推動教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)鏈、人(ren)才鏈與(yu)產業(ye)(ye)鏈、創(chuang)新(xin)(xin)鏈有機融(rong)合(he)(he)關鍵(jian)在人(ren)。在數(shu)字化背景下，“雙(shuang)師(shi)型”教(jiao)(jiao)(jiao)(jiao)師(shi)隊伍(wu)建(jian)(jian)設(she)從底層(ceng)邏輯、內(nei)涵意蘊(yun)、要素框架(jia)和運行機制(zhi)上(shang)都將發(fa)生迭(die)代升級。首先，著眼職(zhi)(zhi)(zhi)(zhi)普融(rong)通、產教(jiao)(jiao)(jiao)(jiao)融(rong)合(he)(he)、科教(jiao)(jiao)(jiao)(jiao)融(rong)匯和職(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)類型定位(wei)的理論支(zhi)撐，“雙(shuang)師(shi)型”教(jiao)(jiao)(jiao)(jiao)師(shi)隊伍(wu)既是(shi)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)高質(zhi)(zhi)(zhi)量(liang)發(fa)展(zhan)(zhan)的行動主體(ti)(ti)，又是(shi)受益(yi)主體(ti)(ti)，對意義(yi)的挖掘要與(yu)定義(yi)的重塑(su)相結(jie)合(he)(he)。其(qi)次(ci)，推進新(xin)(xin)質(zhi)(zhi)(zhi)生產力(li)作為職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)與(yu)區域產業(ye)(ye)發(fa)展(zhan)(zhan)緊密連接的突破(po)口，“雙(shuang)師(shi)型”教(jiao)(jiao)(jiao)(jiao)師(shi)隊伍(wu)的研究要堅持(chi)問題導向(xiang)，破(po)解如何適應(ying)數(shu)字化與(yu)智能化發(fa)展(zhan)(zhan)需求、適應(ying)現代產業(ye)(ye)體(ti)(ti)系(xi)構(gou)建(jian)(jian)和全(quan)球化發(fa)展(zhan)(zhan)新(xin)(xin)趨(qu)勢等問題。最后，加快推進職(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)體(ti)(ti)系(xi)建(jian)(jian)設(she)，教(jiao)(jiao)(jiao)(jiao)師(shi)隊伍(wu)是(shi)第(di)一資源。隨著職(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)本科建(jian)(jian)設(she)的加速，人(ren)才培(pei)養高移化，高質(zhi)(zhi)(zhi)量(liang)“雙(shuang)師(shi)型”教(jiao)(jiao)(jiao)(jiao)師(shi)培(pei)養需要以遵循標(biao)準(zhun)、創(chuang)新(xin)(xin)視角、供需匹配(pei)、體(ti)(ti)系(xi)優化為邏輯框架(jia)，在政府統籌推動下，充(chong)分發(fa)揮多元主體(ti)(ti)責任，通過建(jian)(jian)設(she)實踐基地(di)、培(pei)養平臺等，構(gou)建(jian)(jian)以雙(shuang)師(shi)素質(zhi)(zhi)(zhi)為導向(xiang)的新(xin)(xin)教(jiao)(jiao)(jiao)(jiao)師(shi)準(zhun)入制(zhi)度(du)。
(八(ba))共同富裕視域下職業教(jiao)育賦能鄉村振(zhen)興研究
1. 研究進展(zhan)。共(gong)同(tong)富(fu)裕是(shi)社會(hui)(hui)主義的(de)本質要(yao)求，要(yao)實(shi)現共(gong)同(tong)富(fu)裕，鄉村振(zhen)興是(shi)必(bi)經(jing)之(zhi)路。職業(ye)教(jiao)育因(yin)其具有直(zhi)接面(mian)向(xiang)社會(hui)(hui)培養技術(shu)技能(neng)(neng)型人才的(de)特性，在實(shi)施鄉村振(zhen)興戰略中發(fa)揮著關鍵作用。在這一背景下，學術(shu)界聚(ju)焦(jiao)共(gong)同(tong)富(fu)裕視域下職業(ye)教(jiao)育賦能(neng)(neng)鄉村振(zhen)興的(de)價值意蘊、實(shi)踐(jian)困境(jing)、發(fa)展(zhan)路徑等熱點(dian)問題，開(kai)展(zhan)了(le)廣泛(fan)而深入的(de)學理探討。
2. 主要(yao)觀(guan)點。①共(gong)(gong)同(tong)(tong)(tong)富(fu)(fu)裕視域(yu)下職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)賦(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)振(zhen)興(xing)(xing)的(de)(de)價(jia)值意蘊。學(xue)(xue)術界(jie)論及職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)賦(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)振(zhen)興(xing)(xing)認(ren)為其(qi)具有(you)(you)(you)多(duo)重(zhong)價(jia)值意蘊。第(di)一，職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)具有(you)(you)(you)釋放鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)經濟(ji)(ji)活(huo)力(li)，推(tui)動(dong)(dong)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)產(chan)(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)興(xing)(xing)旺的(de)(de)價(jia)值。職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)能(neng)(neng)(neng)(neng)(neng)(neng)夠有(you)(you)(you)效解決鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)技(ji)(ji)(ji)術技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)(neng)型(xing)(xing)人才(cai)短缺問(wen)題，為鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)產(chan)(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)提(ti)(ti)供(gong)(gong)新動(dong)(dong)能(neng)(neng)(neng)(neng)(neng)(neng)，為實現(xian)廣大(da)(da)農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)(cun)人口共(gong)(gong)同(tong)(tong)(tong)富(fu)(fu)裕提(ti)(ti)供(gong)(gong)堅實的(de)(de)物質基(ji)(ji)礎(chu)。第(di)二，職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)具有(you)(you)(you)培(pei)(pei)(pei)養技(ji)(ji)(ji)術技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)(neng)人才(cai)，推(tui)動(dong)(dong)城(cheng)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)均(jun)衡發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)價(jia)值。職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)可(ke)挖掘農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)(cun)潛(qian)在(zai)(zai)的(de)(de)人力(li)資本，培(pei)(pei)(pei)育(yu)(yu)(yu)(yu)(yu)(yu)新型(xing)(xing)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)農(nong)(nong)(nong)(nong)民(min)和鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)工匠(jiang)，助力(li)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)振(zhen)興(xing)(xing)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)。第(di)三，職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)承(cheng)載著鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)文(wen)(wen)化(hua)建(jian)(jian)設(she)，實現(xian)精(jing)神富(fu)(fu)裕的(de)(de)多(duo)維價(jia)值。它將扶貧(pin)與(yu)(yu)扶智(zhi)、扶志相(xiang)結合(he)，推(tui)動(dong)(dong)農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)(cun)優秀文(wen)(wen)明的(de)(de)有(you)(you)(you)效傳(chuan)承(cheng)，為實現(xian)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)振(zhen)興(xing)(xing)戰略，助力(li)共(gong)(gong)同(tong)(tong)(tong)富(fu)(fu)裕提(ti)(ti)供(gong)(gong)精(jing)神動(dong)(dong)力(li)與(yu)(yu)思想保證(zheng)。②共(gong)(gong)同(tong)(tong)(tong)富(fu)(fu)裕視域(yu)下職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)賦(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)振(zhen)興(xing)(xing)的(de)(de)實踐困境(jing)。職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)賦(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)振(zhen)興(xing)(xing)面臨內(nei)(nei)外(wai)部困境(jing)交織。內(nei)(nei)部困境(jing)包(bao)括涉(she)農(nong)(nong)(nong)(nong)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)院(yuan)校辦學(xue)(xue)基(ji)(ji)礎(chu)薄弱(ruo)(ruo)，師(shi)(shi)資隊伍建(jian)(jian)設(she)亟(ji)需(xu)加(jia)(jia)強，服(fu)務(wu)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)能(neng)(neng)(neng)(neng)(neng)(neng)力(li)不(bu)(bu)足(zu)；院(yuan)校涉(she)農(nong)(nong)(nong)(nong)專(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)課程、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)內(nei)(nei)容與(yu)(yu)農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)(cun)產(chan)(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)融(rong)合(he)程度不(bu)(bu)高，人才(cai)供(gong)(gong)給(gei)(gei)與(yu)(yu)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)振(zhen)興(xing)(xing)需(xu)求脫(tuo)節；職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)院(yuan)校開展(zhan)(zhan)(zhan)(zhan)技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)(neng)培(pei)(pei)(pei)訓(xun)的(de)(de)基(ji)(ji)礎(chu)能(neng)(neng)(neng)(neng)(neng)(neng)力(li)與(yu)(yu)平(ping)臺建(jian)(jian)設(she)有(you)(you)(you)待提(ti)(ti)升；學(xue)(xue)生(sheng)返鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)就業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)意愿(yuan)較弱(ruo)(ruo)等(deng)(deng)。外(wai)部困境(jing)則主要(yao)體現(xian)在(zai)(zai)社會(hui)觀(guan)念(nian)和政策(ce)環(huan)境(jing)層(ceng)面。社會(hui)對(dui)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)偏見尚未得到根本轉變(bian)，削(xue)弱(ruo)(ruo)了職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)社會(hui)認(ren)同(tong)(tong)(tong)度。同(tong)(tong)(tong)時(shi)，政策(ce)體系的(de)(de)不(bu)(bu)完善和政策(ce)供(gong)(gong)給(gei)(gei)的(de)(de)匱乏，制約著職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)賦(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)振(zhen)興(xing)(xing)。加(jia)(jia)之(zhi)長期以來政府公共(gong)(gong)供(gong)(gong)給(gei)(gei)資源向(xiang)城(cheng)市傾(qing)斜，尤(you)其(qi)在(zai)(zai)基(ji)(ji)礎(chu)設(she)施建(jian)(jian)設(she)、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)資源、產(chan)(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)等(deng)(deng)方面，這種資源配(pei)置的(de)(de)不(bu)(bu)均(jun)衡，進(jin)(jin)一步加(jia)(jia)劇了職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)在(zai)(zai)賦(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)振(zhen)興(xing)(xing)過(guo)(guo)程中的(de)(de)外(wai)部困境(jing)。③共(gong)(gong)同(tong)(tong)(tong)富(fu)(fu)裕視域(yu)下職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)賦(fu)(fu)能(neng)(neng)(neng)(neng)(neng)(neng)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)振(zhen)興(xing)(xing)的(de)(de)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)路徑。第(di)一，創新專(zhuan)(zhuan)門人才(cai)培(pei)(pei)(pei)養模式是關鍵。包(bao)括調整涉(she)農(nong)(nong)(nong)(nong)專(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)設(she)置，構建(jian)(jian)與(yu)(yu)農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)(cun)產(chan)(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)鏈需(xu)求側各個環(huan)節相(xiang)匹配(pei)的(de)(de)涉(she)農(nong)(nong)(nong)(nong)專(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)群，確(que)保其(qi)與(yu)(yu)當地(di)(di)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)產(chan)(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)經濟(ji)(ji)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)需(xu)求緊密結合(he)。同(tong)(tong)(tong)時(shi)提(ti)(ti)升教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)綜合(he)能(neng)(neng)(neng)(neng)(neng)(neng)力(li)，打造一批既有(you)(you)(you)現(xian)代(dai)農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)專(zhuan)(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)知識又(you)有(you)(you)(you)豐富(fu)(fu)農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)生(sheng)產(chan)(chan)(chan)實踐經驗的(de)(de)“雙師(shi)(shi)型(xing)(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)，以更好地(di)(di)服(fu)務(wu)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)全(quan)面振(zhen)興(xing)(xing)。此外(wai)，搭建(jian)(jian)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)培(pei)(pei)(pei)訓(xun)平(ping)臺，基(ji)(ji)于農(nong)(nong)(nong)(nong)民(min)實際需(xu)求提(ti)(ti)供(gong)(gong)與(yu)(yu)時(shi)俱進(jin)(jin)的(de)(de)培(pei)(pei)(pei)訓(xun)內(nei)(nei)容，并利用(yong)現(xian)代(dai)信息(xi)技(ji)(ji)(ji)術手段，培(pei)(pei)(pei)養具有(you)(you)(you)數字化(hua)素養的(de)(de)新型(xing)(xing)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)農(nong)(nong)(nong)(nong)民(min)。第(di)二，對(dui)接產(chan)(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)需(xu)求是核(he)心。職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)需(xu)精(jing)準對(dui)接農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)(cun)三產(chan)(chan)(chan)融(rong)合(he)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)需(xu)求，增(zeng)加(jia)(jia)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)有(you)(you)(you)效供(gong)(gong)給(gei)(gei)。同(tong)(tong)(tong)時(shi)圍繞農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)物聯網、農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)大(da)(da)數據、智(zhi)慧農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)等(deng)(deng)領(ling)域(yu)，為鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)數字農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)產(chan)(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)發(fa)(fa)展(zhan)(zhan)(zhan)(zhan)提(ti)(ti)供(gong)(gong)技(ji)(ji)(ji)術支持，延長鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)產(chan)(chan)(chan)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)鏈，培(pei)(pei)(pei)育(yu)(yu)(yu)(yu)(yu)(yu)新的(de)(de)經濟(ji)(ji)增(zeng)長點，加(jia)(jia)速走上脫(tuo)貧(pin)致(zhi)富(fu)(fu)之(zhi)路。第(di)三，文(wen)(wen)化(hua)傳(chuan)承(cheng)與(yu)(yu)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)風(feng)文(wen)(wen)明建(jian)(jian)設(she)是基(ji)(ji)礎(chu)。職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)可(ke)與(yu)(yu)地(di)(di)方政府合(he)作，開展(zhan)(zhan)(zhan)(zhan)多(duo)樣化(hua)的(de)(de)文(wen)(wen)化(hua)活(huo)動(dong)(dong)，豐富(fu)(fu)農(nong)(nong)(nong)(nong)民(min)的(de)(de)精(jing)神生(sheng)活(huo)，增(zeng)強其(qi)對(dui)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)文(wen)(wen)化(hua)的(de)(de)認(ren)同(tong)(tong)(tong)感和歸屬感。同(tong)(tong)(tong)時(shi)，通(tong)過(guo)(guo)開展(zhan)(zhan)(zhan)(zhan)相(xiang)關培(pei)(pei)(pei)訓(xun)，向(xiang)農(nong)(nong)(nong)(nong)民(min)傳(chuan)授鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)風(feng)文(wen)(wen)明建(jian)(jian)設(she)所需(xu)的(de)(de)文(wen)(wen)化(hua)、健(jian)康、衛生(sheng)、環(huan)境(jing)保護(hu)等(deng)(deng)知識，提(ti)(ti)高農(nong)(nong)(nong)(nong)民(min)的(de)(de)思想道德(de)水平(ping)和科學(xue)(xue)文(wen)(wen)化(hua)素質，推(tui)動(dong)(dong)鄉(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)(xiang)村(cun)(cun)(cun)(cun)工匠(jiang)培(pei)(pei)(pei)育(yu)(yu)(yu)(yu)(yu)(yu)。
3. 研究(jiu)展望。未(wei)(wei)來研究(jiu)可聚(ju)焦(jiao)以(yi)下3個發力點。一是(shi)豐(feng)富(fu)農(nong)(nong)(nong)民(min)視(shi)角相關研究(jiu)。農(nong)(nong)(nong)民(min)作為鄉(xiang)村(cun)(cun)振(zhen)興的(de)直接(jie)體(ti)驗者(zhe)，其聲音應(ying)得到更(geng)多重視(shi)。未(wei)(wei)來研究(jiu)需(xu)聚(ju)焦(jiao)農(nong)(nong)(nong)民(min)需(xu)求，將(jiang)其期(qi)待融(rong)入(ru)學術研究(jiu)中，積極探討(tao)職(zhi)業(ye)(ye)教(jiao)(jiao)育如何賦能(neng)新型職(zhi)業(ye)(ye)農(nong)(nong)(nong)民(min)、鄉(xiang)村(cun)(cun)工匠的(de)培(pei)養及其數字化素養提(ti)升等。二是(shi)加強(qiang)中高(gao)職(zhi)涉(she)農(nong)(nong)(nong)職(zhi)業(ye)(ye)教(jiao)(jiao)育銜接(jie)研究(jiu)。未(wei)(wei)來可從中高(gao)職(zhi)銜接(jie)出(chu)發，深入(ru)探索涉(she)農(nong)(nong)(nong)職(zhi)業(ye)(ye)教(jiao)(jiao)育教(jiao)(jiao)學模式與課(ke)程(cheng)體(ti)系(xi)的(de)構建，確保(bao)學生連貫(guan)、系(xi)統地(di)掌(zhang)握(wo)涉(she)農(nong)(nong)(nong)知(zhi)識，為鄉(xiang)村(cun)(cun)振(zhen)興提(ti)供(gong)堅實人(ren)才保(bao)障。三是(shi)深化面向鄉(xiang)村(cun)(cun)振(zhen)興的(de)職(zhi)業(ye)(ye)院校(xiao)教(jiao)(jiao)師隊(dui)伍建設(she)研究(jiu)。未(wei)(wei)來的(de)研究(jiu)應(ying)聚(ju)焦(jiao)職(zhi)業(ye)(ye)院校(xiao)教(jiao)(jiao)師等微觀主體(ti)，深入(ru)剖析教(jiao)(jiao)師如何深耕鄉(xiang)村(cun)(cun)，探尋他們服務鄉(xiang)村(cun)(cun)振(zhen)興的(de)有效路徑，以(yi)助(zhu)力實現城鄉(xiang)共同富(fu)裕的(de)宏偉目標。
(九)職普融通研究(jiu)
1. 研究(jiu)現狀。職普(pu)(pu)融(rong)通是(shi)我(wo)國(guo)深化(hua)現代(dai)職業(ye)教育體系改(gai)革(ge)的(de)關鍵內(nei)容，是(shi)基(ji)于發展新(xin)形勢(shi)與新(xin)要求提出的(de)教育改(gai)革(ge)新(xin)方向。學界圍繞職普(pu)(pu)融(rong)通問(wen)題展開的(de)研究(jiu)，主要涉及職普(pu)(pu)融(rong)通的(de)價值意蘊(yun)、實踐探索和(he)域外經驗等。
2. 主要(yao)觀(guan)點(dian)(dian)。①職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)價(jia)值意(yi)蘊研(yan)究(jiu)(jiu)。職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)是(shi)我國(guo)現代職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)體系建(jian)(jian)構的(de)(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)要(yao)路徑(jing)。學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)者們(men)(men)關(guan)(guan)(guan)于(yu)(yu)(yu)(yu)(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)價(jia)值意(yi)蘊的(de)(de)(de)(de)(de)(de)(de)(de)(de)研(yan)究(jiu)(jiu)進(jin)(jin)(jin)展(zhan)(zhan)與(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)術(shu)(shu)觀(guan)點(dian)(dian)，可(ke)(ke)(ke)(ke)以(yi)歸(gui)納為(wei)3個層面。一(yi)(yi)是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)優(you)化(hua)(hua)國(guo)民(min)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)配置。實(shi)(shi)(shi)施(shi)(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)有(you)(you)(you)助于(yu)(yu)(yu)(yu)(yu)促(cu)(cu)(cu)進(jin)(jin)(jin)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)與(yu)(yu)(yu)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)相(xiang)(xiang)(xiang)互(hu)(hu)溝(gou)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)和(he)(he)(he)(he)(he)有(you)(you)(you)序(xu)流動(dong)(dong)。有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)者認(ren)(ren)為(wei)，在普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)階段開設職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)類(lei)(lei)課(ke)程(cheng)(cheng)、舉辦(ban)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)試(shi)點(dian)(dian)班或者聯(lian)合辦(ban)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)等(deng)(deng)形式(shi)(shi)，可(ke)(ke)(ke)(ke)使普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)文化(hua)(hua)知(zhi)識優(you)勢(shi)輻(fu)射到職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)，也(ye)可(ke)(ke)(ke)(ke)使職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)技(ji)術(shu)(shu)技(ji)能(neng)(neng)優(you)勢(shi)融(rong)(rong)(rong)(rong)(rong)(rong)入普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)，將普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習成(cheng)(cheng)果(guo)與(yu)(yu)(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習成(cheng)(cheng)果(guo)有(you)(you)(you)機(ji)融(rong)(rong)(rong)(rong)(rong)(rong)合，增(zeng)強(qiang)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)吸引(yin)力(li)和(he)(he)(he)(he)(he)整(zheng)(zheng)體實(shi)(shi)(shi)力(li)，促(cu)(cu)(cu)進(jin)(jin)(jin)國(guo)民(min)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)優(you)質均衡發展(zhan)(zhan)。二是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)拓(tuo)寬人(ren)才(cai)培(pei)養(yang)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)道(dao)。實(shi)(shi)(shi)施(shi)(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)有(you)(you)(you)助于(yu)(yu)(yu)(yu)(yu)從制(zhi)(zhi)(zhi)度(du)層面消(xiao)除職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)與(yu)(yu)(yu)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)之(zhi)間(jian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)隔閡(he)。馬延偉(wei)等(deng)(deng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)者指出(chu)(chu)，通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)過學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)籍(ji)互(hu)(hu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)分互(hu)(hu)認(ren)(ren)、課(ke)程(cheng)(cheng)互(hu)(hu)選等(deng)(deng)措(cuo)施(shi)(shi)，為(wei)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)了解(jie)并(bing)報(bao)考(kao)(kao)(kao)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)院校(xiao)(xiao)創造條件，同時也(ye)為(wei)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)轉入普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習打(da)開了制(zhi)(zhi)(zhi)度(du)上的(de)(de)(de)(de)(de)(de)(de)(de)(de)“綠燈(deng)”，搭建(jian)(jian)起職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)雙(shuang)向流動(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)道(dao)，豐(feng)富人(ren)才(cai)培(pei)養(yang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)多(duo)元性(xing)(xing)、人(ren)才(cai)成(cheng)(cheng)長(chang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)多(duo)樣性(xing)(xing)，拓(tuo)寬了人(ren)才(cai)培(pei)養(yang)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)道(dao)。三是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)促(cu)(cu)(cu)進(jin)(jin)(jin)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)全(quan)面發展(zhan)(zhan)。實(shi)(shi)(shi)施(shi)(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)有(you)(you)(you)助于(yu)(yu)(yu)(yu)(yu)推(tui)動(dong)(dong)兩種(zhong)類(lei)(lei)型教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)相(xiang)(xiang)(xiang)互(hu)(hu)促(cu)(cu)(cu)進(jin)(jin)(jin)、優(you)勢(shi)互(hu)(hu)補，保障每一(yi)(yi)位學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)都得到全(quan)面發展(zhan)(zhan)。有(you)(you)(you)研(yan)究(jiu)(jiu)提(ti)出(chu)(chu)，通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)過共(gong)(gong)(gong)同制(zhi)(zhi)(zhi)定人(ren)才(cai)培(pei)養(yang)方(fang)案，共(gong)(gong)(gong)同實(shi)(shi)(shi)施(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)活(huo)動(dong)(dong)，在普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)中(zhong)融(rong)(rong)(rong)(rong)(rong)(rong)入技(ji)術(shu)(shu)技(ji)能(neng)(neng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)，增(zeng)強(qiang)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)社會(hui)實(shi)(shi)(shi)踐(jian)(jian)(jian)能(neng)(neng)力(li)；在職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)中(zhong)強(qiang)化(hua)(hua)文化(hua)(hua)素養(yang)和(he)(he)(he)(he)(he)理論素養(yang)，使學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)在學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習過程(cheng)(cheng)中(zhong)能(neng)(neng)夠獲取更(geng)加豐(feng)富的(de)(de)(de)(de)(de)(de)(de)(de)(de)知(zhi)識，有(you)(you)(you)利(li)于(yu)(yu)(yu)(yu)(yu)完善(shan)(shan)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)知(zhi)識結構，提(ti)升學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)創新能(neng)(neng)力(li)。②職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)踐(jian)(jian)(jian)探(tan)索研(yan)究(jiu)(jiu)。學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)者們(men)(men)關(guan)(guan)(guan)于(yu)(yu)(yu)(yu)(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)實(shi)(shi)(shi)踐(jian)(jian)(jian)探(tan)索的(de)(de)(de)(de)(de)(de)(de)(de)(de)研(yan)究(jiu)(jiu)進(jin)(jin)(jin)展(zhan)(zhan)與(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)術(shu)(shu)觀(guan)點(dian)(dian)，主要(yao)分為(wei)3個層面。一(yi)(yi)是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)模式(shi)(shi)。職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)和(he)(he)(he)(he)(he)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)各(ge)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)段的(de)(de)(de)(de)(de)(de)(de)(de)(de)滲(shen)透(tou)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)，其內涵和(he)(he)(he)(he)(he)形式(shi)(shi)都有(you)(you)(you)了較大(da)的(de)(de)(de)(de)(de)(de)(de)(de)(de)豐(feng)富和(he)(he)(he)(he)(he)拓(tuo)展(zhan)(zhan)，相(xiang)(xiang)(xiang)關(guan)(guan)(guan)研(yan)究(jiu)(jiu)集(ji)中(zhong)在職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)多(duo)樣化(hua)(hua)、多(duo)層次模式(shi)(shi)。曾(ceng)天山等(deng)(deng)認(ren)(ren)為(wei)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)分為(wei)基礎(chu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)階段的(de)(de)(de)(de)(de)(de)(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)、中(zhong)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)和(he)(he)(he)(he)(he)高(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)、高(gao)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)階段的(de)(de)(de)(de)(de)(de)(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)三種(zhong)模式(shi)(shi)，許建(jian)(jian)領等(deng)(deng)將職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)劃分為(wei)支援、共(gong)(gong)(gong)享(xiang)(xiang)、共(gong)(gong)(gong)建(jian)(jian)、交融(rong)(rong)(rong)(rong)(rong)(rong)四(si)種(zhong)模式(shi)(shi)。二是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)資(zi)(zi)源(yuan)(yuan)(yuan)。由于(yu)(yu)(yu)(yu)(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)與(yu)(yu)(yu)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)才(cai)培(pei)養(yang)定位、專業(ye)(ye)(ye)(ye)建(jian)(jian)設、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)內容等(deng)(deng)方(fang)面的(de)(de)(de)(de)(de)(de)(de)(de)(de)差(cha)異性(xing)(xing)，職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)課(ke)程(cheng)(cheng)、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材、師(shi)資(zi)(zi)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)資(zi)(zi)源(yuan)(yuan)(yuan)壁壘(lei)較為(wei)嚴重(zhong)，難以(yi)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)共(gong)(gong)(gong)享(xiang)(xiang)，相(xiang)(xiang)(xiang)關(guan)(guan)(guan)研(yan)究(jiu)(jiu)集(ji)中(zhong)在課(ke)程(cheng)(cheng)、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材、師(shi)資(zi)(zi)等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)資(zi)(zi)源(yuan)(yuan)(yuan)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)共(gong)(gong)(gong)享(xiang)(xiang)。匡瑛等(deng)(deng)提(ti)出(chu)(chu)要(yao)以(yi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)形態課(ke)程(cheng)(cheng)為(wei)抓手，構建(jian)(jian)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)“橫向融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)、縱向貫(guan)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)、上下銜接、多(duo)元立(li)(li)交”的(de)(de)(de)(de)(de)(de)(de)(de)(de)課(ke)程(cheng)(cheng)體系，推(tui)動(dong)(dong)高(gao)中(zhong)階段學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)課(ke)程(cheng)(cheng)一(yi)(yi)體化(hua)(hua)。同時，充(chong)分挖掘優(you)質職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)、普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)資(zi)(zi)源(yuan)(yuan)(yuan)，實(shi)(shi)(shi)現區域內職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)和(he)(he)(he)(he)(he)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)間(jian)優(you)質課(ke)程(cheng)(cheng)、設施(shi)(shi)設備、師(shi)資(zi)(zi)力(li)量、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習材料等(deng)(deng)共(gong)(gong)(gong)建(jian)(jian)共(gong)(gong)(gong)享(xiang)(xiang)。三是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)機(ji)制(zhi)(zhi)(zhi)。當前，中(zhong)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)與(yu)(yu)(yu)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)高(gao)中(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)發展(zhan)(zhan)是(shi)相(xiang)(xiang)(xiang)互(hu)(hu)割(ge)裂的(de)(de)(de)(de)(de)(de)(de)(de)(de)，難以(yi)建(jian)(jian)立(li)(li)互(hu)(hu)聯(lian)互(hu)(hu)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)運行(xing)機(ji)制(zhi)(zhi)(zhi)，相(xiang)(xiang)(xiang)關(guan)(guan)(guan)研(yan)究(jiu)(jiu)集(ji)中(zhong)在學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)發展(zhan)(zhan)、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)管理、考(kao)(kao)(kao)核評價(jia)等(deng)(deng)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)機(ji)制(zhi)(zhi)(zhi)。有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)者提(ti)出(chu)(chu)建(jian)(jian)立(li)(li)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)“雙(shuang)師(shi)”流動(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)、雙(shuang)向交流互(hu)(hu)動(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)機(ji)制(zhi)(zhi)(zhi)，完善(shan)(shan)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)人(ren)才(cai)培(pei)養(yang)質量評價(jia)機(ji)制(zhi)(zhi)(zhi)，健全(quan)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習成(cheng)(cheng)果(guo)轉換機(ji)制(zhi)(zhi)(zhi)等(deng)(deng)。通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)過加強(qiang)體制(zhi)(zhi)(zhi)機(ji)制(zhi)(zhi)(zhi)建(jian)(jian)設，完善(shan)(shan)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)整(zheng)(zheng)體規劃與(yu)(yu)(yu)制(zhi)(zhi)(zhi)度(du)設計，暢通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)路徑(jing)。③域外經驗研(yan)究(jiu)(jiu)。學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)者們(men)(men)關(guan)(guan)(guan)于(yu)(yu)(yu)(yu)(yu)國(guo)外職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)研(yan)究(jiu)(jiu)進(jin)(jin)(jin)展(zhan)(zhan)與(yu)(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)術(shu)(shu)觀(guan)點(dian)(dian)，可(ke)(ke)(ke)(ke)以(yi)歸(gui)納為(wei)3個層面。一(yi)(yi)是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)與(yu)(yu)(yu)國(guo)家資(zi)(zi)格(ge)框架(jia)。建(jian)(jian)立(li)(li)國(guo)家資(zi)(zi)格(ge)框架(jia)有(you)(you)(you)助于(yu)(yu)(yu)(yu)(yu)增(zeng)強(qiang)不(bu)同教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)階段和(he)(he)(he)(he)(he)領域學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習成(cheng)(cheng)果(guo)的(de)(de)(de)(de)(de)(de)(de)(de)(de)可(ke)(ke)(ke)(ke)比性(xing)(xing)，進(jin)(jin)(jin)而(er)實(shi)(shi)(shi)現學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習成(cheng)(cheng)果(guo)的(de)(de)(de)(de)(de)(de)(de)(de)(de)有(you)(you)(you)效(xiao)認(ren)(ren)定、轉換和(he)(he)(he)(he)(he)積(ji)累，是(shi)推(tui)動(dong)(dong)和(he)(he)(he)(he)(he)實(shi)(shi)(shi)現職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)制(zhi)(zhi)(zhi)度(du)基礎(chu)。二是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)與(yu)(yu)(yu)升學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)考(kao)(kao)(kao)試(shi)制(zhi)(zhi)(zhi)度(du)。完善(shan)(shan)升學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)考(kao)(kao)(kao)試(shi)制(zhi)(zhi)(zhi)度(du)有(you)(you)(you)助于(yu)(yu)(yu)(yu)(yu)消(xiao)解(jie)不(bu)同教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)路徑(jing)之(zhi)間(jian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)隔閡(he)，進(jin)(jin)(jin)而(er)實(shi)(shi)(shi)現學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)科學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)分流與(yu)(yu)(yu)順利(li)過渡，是(shi)引(yin)導和(he)(he)(he)(he)(he)實(shi)(shi)(shi)現職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)關(guan)(guan)(guan)鍵舉措(cuo)。孫進(jin)(jin)(jin)等(deng)(deng)對奧(ao)地利(li)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)畢業(ye)(ye)(ye)(ye)考(kao)(kao)(kao)試(shi)、入學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)資(zi)(zi)格(ge)考(kao)(kao)(kao)試(shi)等(deng)(deng)基于(yu)(yu)(yu)(yu)(yu)外部(bu)考(kao)(kao)(kao)試(shi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)貫(guan)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)路徑(jing)，以(yi)色列三方(fang)聯(lian)辦(ban)的(de)(de)(de)(de)(de)(de)(de)(de)(de)“高(gao)考(kao)(kao)(kao)+技(ji)術(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)”項目等(deng)(deng)進(jin)(jin)(jin)行(xing)了研(yan)究(jiu)(jiu)，提(ti)供了重(zhong)要(yao)借鑒。三是(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)與(yu)(yu)(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)本科教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)。發展(zhan)(zhan)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)本科教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)有(you)(you)(you)助于(yu)(yu)(yu)(yu)(yu)提(ti)升職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)吸引(yin)力(li)，進(jin)(jin)(jin)而(er)暢通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)發展(zhan)(zhan)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)道(dao)與(yu)(yu)(yu)成(cheng)(cheng)長(chang)路徑(jing)，是(shi)牽(qian)引(yin)和(he)(he)(he)(he)(he)實(shi)(shi)(shi)現職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)要(yao)動(dong)(dong)力(li)。有(you)(you)(you)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)者對英國(guo)大(da)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)技(ji)術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)院、瑞士應用(yong)科學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)大(da)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)在促(cu)(cu)(cu)進(jin)(jin)(jin)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)普(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)(pu)融(rong)(rong)(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)中(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)作用(yong)進(jin)(jin)(jin)行(xing)了研(yan)究(jiu)(jiu)，提(ti)供了經驗。
3. 研究(jiu)展望。總體而言，職(zhi)普(pu)(pu)(pu)融通正在從凝(ning)聚(ju)共(gong)識推動職(zhi)業(ye)教育發展的宏觀(guan)研究(jiu)向探索職(zhi)普(pu)(pu)(pu)融通人才(cai)培(pei)養(yang)的微(wei)觀(guan)研究(jiu)轉(zhuan)變。通過微(wei)觀(guan)層面更加具有(you)針對性的研究(jiu)，有(you)利(li)于探索一條符(fu)合中(zhong)國國情的職(zhi)普(pu)(pu)(pu)融通人才(cai)培(pei)養(yang)模(mo)式。
(十)職業教育數字化轉(zhuan)型研究
隨(sui)著國(guo)家(jia)教育數字(zi)化戰(zhan)略行動(dong)的縱深推進，數字(zi)化轉型成為新時代職業教育推動(dong)質量革(ge)命、提高現(xian)代化水(shui)平(ping)的必由之路。
1. 研(yan)(yan)究(jiu)現(xian)狀。2023年，關于職業教育數字化轉型的研(yan)(yan)究(jiu)成(cheng)果頗為豐富(fu)、研(yan)(yan)究(jiu)主題相對集中，主要圍繞職業教育數字化轉型的內涵(han)特征(zheng)、動力機制(zhi)、現(xian)實困境、實踐進路等方面展開(kai)分析與(yu)探(tan)索。
2. 主(zhu)(zhu)(zhu)要觀點(dian)。①職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)內(nei)(nei)涵特(te)征。數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)有(you)利于(yu)深(shen)(shen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)改(gai)(gai)(gai)革、促(cu)進職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)均(jun)衡發(fa)(fa)展(zhan)(zhan)、增強(qiang)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)適應(ying)性(xing)(xing)、推動(dong)現(xian)(xian)(xian)代化(hua)(hua)(hua)(hua)(hua)(hua)(hua)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)體(ti)(ti)系(xi)構建。職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)不是(shi)(shi)單純的(de)(de)(de)(de)(de)(de)(de)(de)技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)改(gai)(gai)(gai)造，重(zhong)在(zai)聯結(jie)資(zi)(zi)源(yuan)(yuan)、融合發(fa)(fa)展(zhan)(zhan)，是(shi)(shi)運用(yong)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)、思(si)維和(he)(he)方(fang)法實現(xian)(xian)(xian)“智(zhi)慧(hui)校園”的(de)(de)(de)(de)(de)(de)(de)(de)過程(cheng)(cheng)樣(yang)(yang)態，具有(you)“職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)性(xing)(xing)”視角下(xia)(xia)的(de)(de)(de)(de)(de)(de)(de)(de)變(bian)(bian)(bian)革性(xing)(xing)、全局性(xing)(xing)、迭代性(xing)(xing)等(deng)特(te)征，可以從(cong)(cong)(cong)技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)迭代、秩(zhi)序(xu)(xu)(xu)生(sheng)成(cheng)(cheng)與(yu)(yu)范(fan)式轉(zhuan)(zhuan)(zhuan)(zhuan)變(bian)(bian)(bian)等(deng)維度理解其本質(zhi)內(nei)(nei)涵和(he)(he)表征樣(yang)(yang)態。在(zai)智(zhi)慧(hui)驅(qu)動(dong)下(xia)(xia)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)目標向度包括(kuo)：從(cong)(cong)(cong)供給主(zhu)(zhu)(zhu)導(dao)到(dao)(dao)需(xu)求主(zhu)(zhu)(zhu)導(dao)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)范(fan)式轉(zhuan)(zhuan)(zhuan)(zhuan)變(bian)(bian)(bian)、從(cong)(cong)(cong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)為中(zhong)心(xin)(xin)到(dao)(dao)學(xue)(xue)為中(zhong)心(xin)(xin)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)模(mo)式轉(zhuan)(zhuan)(zhuan)(zhuan)變(bian)(bian)(bian)、從(cong)(cong)(cong)知(zhi)識本位(wei)到(dao)(dao)能(neng)力本位(wei)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)評價轉(zhuan)(zhuan)(zhuan)(zhuan)變(bian)(bian)(bian)、從(cong)(cong)(cong)系(xi)統(tong)封閉到(dao)(dao)系(xi)統(tong)開放(fang)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)架構轉(zhuan)(zhuan)(zhuan)(zhuan)變(bian)(bian)(bian)、從(cong)(cong)(cong)階段學(xue)(xue)習到(dao)(dao)終身學(xue)(xue)習的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)制(zhi)度轉(zhuan)(zhuan)(zhuan)(zhuan)變(bian)(bian)(bian)。②職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)動(dong)力支撐(cheng)。新(xin)(xin)一代數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)的(de)(de)(de)(de)(de)(de)(de)(de)發(fa)(fa)展(zhan)(zhan)、“數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)中(zhong)國”建設(she)的(de)(de)(de)(de)(de)(de)(de)(de)帶(dai)動(dong)、職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)內(nei)(nei)生(sheng)性(xing)(xing)發(fa)(fa)展(zhan)(zhan)的(de)(de)(de)(de)(de)(de)(de)(de)驅(qu)動(dong)，是(shi)(shi)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)要動(dong)力。基于(yu)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)依(yi)循的(de)(de)(de)(de)(de)(de)(de)(de)制(zhi)度邏輯(ji)，資(zi)(zi)源(yuan)(yuan)生(sheng)成(cheng)(cheng)、場域(yu)拓(tuo)展(zhan)(zhan)、平臺重(zhong)塑(su)分別(bie)是(shi)(shi)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)回應(ying)內(nei)(nei)部與(yu)(yu)外部需(xu)求、虛(xu)擬與(yu)(yu)現(xian)(xian)(xian)實互動(dong)結(jie)合、組織(zhi)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)和(he)(he)協同參(can)與(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)關(guan)鍵因素(su)(su)(su)。圍繞(rao)主(zhu)(zhu)(zhu)體(ti)(ti)、過程(cheng)(cheng)、內(nei)(nei)容(rong)(rong)三(san)大教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)核心(xin)(xin)要素(su)(su)(su)，從(cong)(cong)(cong)技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)使用(yong)到(dao)(dao)技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)自覺、從(cong)(cong)(cong)時(shi)空(kong)(kong)定(ding)格到(dao)(dao)時(shi)空(kong)(kong)交互、從(cong)(cong)(cong)技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)知(zhi)識到(dao)(dao)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)素(su)(su)(su)養(yang)，人和(he)(he)技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)協同共生(sheng)，是(shi)(shi)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)底層邏輯(ji)。③職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)現(xian)(xian)(xian)實困境。當前(qian)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)仍處于(yu)探(tan)索階段，主(zhu)(zhu)(zhu)要存在(zai)以下(xia)(xia)問題(ti)：一是(shi)(shi)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)賦能(neng)價值轉(zhuan)(zhuan)(zhuan)(zhuan)換不強(qiang)，技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)人才存在(zai)供需(xu)矛盾，數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)人才需(xu)求缺(que)口(kou)呈現(xian)(xian)(xian)不斷(duan)擴(kuo)大趨(qu)勢(shi)；二(er)是(shi)(shi)知(zhi)識本位(wei)遮蔽(bi)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)本位(wei)、成(cheng)(cheng)功案例固化(hua)(hua)(hua)(hua)(hua)(hua)(hua)主(zhu)(zhu)(zhu)體(ti)(ti)認同、技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)疏離限(xian)(xian)制(zhi)技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)應(ying)用(yong)，導(dao)致知(zhi)識偏見滋生(sheng)、定(ding)位(wei)異化(hua)(hua)(hua)(hua)(hua)(hua)(hua)傾向凸顯、數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)張力加(jia)劇(ju)；三(san)是(shi)(shi)技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)要素(su)(su)(su)融合不深(shen)(shen)，師生(sheng)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)素(su)(su)(su)養(yang)缺(que)乏(fa)，職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)院校治理不精準(zhun)，職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)系(xi)統(tong)韌性(xing)(xing)不足。職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)過程(cheng)(cheng)中(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)倫理風險(xian)(xian)亦不容(rong)(rong)忽視，包括(kuo)價值取(qu)向沖突的(de)(de)(de)(de)(de)(de)(de)(de)倫理目標失衡風險(xian)(xian)、人機界限(xian)(xian)模(mo)糊的(de)(de)(de)(de)(de)(de)(de)(de)倫理主(zhu)(zhu)(zhu)體(ti)(ti)失調風險(xian)(xian)、技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)(shu)工具主(zhu)(zhu)(zhu)義宰(zai)制(zhi)的(de)(de)(de)(de)(de)(de)(de)(de)倫理行(xing)為失序(xu)(xu)(xu)風險(xian)(xian)等(deng)。④職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉(zhuan)(zhuan)(zhuan)(zhuan)型(xing)(xing)(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)實踐(jian)進路。從(cong)(cong)(cong)宏觀層面來(lai)看，強(qiang)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)認知(zhi)、規(gui)制(zhi)和(he)(he)規(gui)范(fan)，形(xing)塑(su)校企深(shen)(shen)度合作的(de)(de)(de)(de)(de)(de)(de)(de)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)共生(sheng)新(xin)(xin)生(sheng)態，構建與(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)發(fa)(fa)展(zhan)(zhan)相(xiang)融合的(de)(de)(de)(de)(de)(de)(de)(de)專業(ye)(ye)(ye)(ye)(ye)體(ti)(ti)系(xi)和(he)(he)與(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)升級相(xiang)適應(ying)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)體(ti)(ti)系(xi)，完善基礎設(she)施、業(ye)(ye)(ye)(ye)(ye)務(wu)運行(xing)、組織(zhi)保障和(he)(he)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)安全體(ti)(ti)系(xi)，確立適應(ying)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)(de)(de)秩(zhi)序(xu)(xu)(xu)體(ti)(ti)系(xi)。從(cong)(cong)(cong)微觀層面來(lai)看，打(da)造結(jie)構化(hua)(hua)(hua)(hua)(hua)(hua)(hua)、專業(ye)(ye)(ye)(ye)(ye)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師創新(xin)(xin)團(tuan)隊，提升教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)素(su)(su)(su)養(yang)與(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)能(neng)力；推進教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)資(zi)(zi)源(yuan)(yuan)的(de)(de)(de)(de)(de)(de)(de)(de)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)建設(she)與(yu)(yu)智(zhi)能(neng)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)應(ying)用(yong)，滿足學(xue)(xue)生(sheng)泛在(zai)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)學(xue)(xue)習需(xu)求；引導(dao)線上(shang)線下(xia)(xia)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)常(chang)態化(hua)(hua)(hua)(hua)(hua)(hua)(hua)融合發(fa)(fa)展(zhan)(zhan)，推動(dong)適應(ying)新(xin)(xin)環境的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)方(fang)法改(gai)(gai)(gai)革；強(qiang)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)據綜合集成(cheng)(cheng)、分析與(yu)(yu)共享(xiang)利用(yong)，分類分層開展(zhan)(zhan)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)字(zi)(zi)(zi)(zi)(zi)(zi)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)評估(gu)監測(ce)。
3. 研究(jiu)展(zhan)望。未來(lai)職(zhi)(zhi)業(ye)教(jiao)(jiao)育數字(zi)化轉型(xing)研究(jiu)應該在理念轉變(bian)、目(mu)標變(bian)革、模式創(chuang)變(bian)的(de)基礎上，進一步強化產教(jiao)(jiao)融(rong)合特色創(chuang)新(xin)和數字(zi)技(ji)(ji)(ji)術融(rong)合創(chuang)新(xin)，聚(ju)焦以(yi)下4個方向進行(xing)探討：一是面向工(gong)作(zuo)世界重構復合型(xing)、創(chuang)新(xin)型(xing)人(ren)才培養路(lu)徑，彌(mi)合新(xin)技(ji)(ji)(ji)術時(shi)代(dai)工(gong)作(zuo)世界的(de)“技(ji)(ji)(ji)能(neng)鴻溝(gou)”；二(er)是凸顯技(ji)(ji)(ji)術與數據的(de)雙向育人(ren)價值，提高職(zhi)(zhi)業(ye)院校數字(zi)治理能(neng)力和數字(zi)人(ren)才培養能(neng)力；三(san)是以(yi)學(xue)生為中心，深化數智(zhi)化時(shi)代(dai)教(jiao)(jiao)師、教(jiao)(jiao)材、教(jiao)(jiao)法改革；四(si)是構建基于(yu)人(ren)工(gong)智(zhi)能(neng)的(de)韌性教(jiao)(jiao)學(xue)生態，服務真(zhen)實教(jiao)(jiao)學(xue)的(de)不同場景(jing)和不同階段。
【作(zuo)者：周詳，中國(guo)人民(min)大學評價(jia)研究(jiu)(jiu)中心研究(jiu)(jiu)員，教育學院副教授；王小梅(mei)，江西(xi)師范大學特聘教授；劉(liu)植萌，全國(guo)高校信息資(zi)料研究(jiu)(jiu)會研究(jiu)(jiu)部副主任】
（十(shi)大學(xue)術熱點的評述專家依專題順序為：高(gao)鴻(hong)、崔奎(kui)勇、冉云芳、朱(zhu)德(de)全(quan)、許建領、徐國慶(qing)、張紅(hong)、莊西真(zhen)、任(ren)君慶(qing)、郭福(fu)春）
原文刊載于《中國高教研究》2024年第7期
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