继续教育研究Issue(9)：39-44,6.
产教融合视域下职业教育科教融汇:价值意蕴、现实困境与实践路径
Science-Education Integration in Vocational Education from the Perspective of Industry-Education Integration:Value Implications,Realistic Dilemmas,and Practical Pathways
摘要
Abstract
Promoting science-education integration in vocational education is an innovative approach to deepening teaching reform in modern voca-tional education and highlighting its distinctive characteristics as a type of education.Against the backdrop of the ongoing advancement of industry-educa-tion integration,science-education integration contributes to the high-quality development of vocational education,facilitates the coordinated development of education,science and technology,and talent cultivation,and enhances the social service capacity of vocational colleges.As both theoretical inquiry and practical exploration in this field remain at an early stage,realistic dilemmas persist across multiple dimensions,including enterprises,vocational col-leges,and educators.Therefore,it is essential to identify scientific and feasible pathways for implementation.Efforts should focus on responding to emer-ging industrial demands,thereby fostering greater alignment between vocational education and industrial development;reshaping new pathways for school operation to foster coupled interaction between teaching and scientific research;and establishing new mechanisms for school-enterprise collaboration that reinforce the mutually supportive relationship between industry-education integration and science-education integration.These measures will help advance the high-quality development of science-education integration in vocational education.关键词
产教融合/科教融汇/校企协同/高质量发展Key words
Industry-education integration/Science-education integration/School-enterprise collaboration/High-quality development分类
社会科学引用本文复制引用
阮树堂..产教融合视域下职业教育科教融汇:价值意蕴、现实困境与实践路径[J].继续教育研究,2026,(9):39-44,6.基金项目
2023年度江西省高校人文社会科学研究项目"产教融合架构下高职院校科教融汇的价值意蕴及其推进路径研究"(编号:JY23124) （编号:JY23124）
2024年度江西省高校人文社科重点研究基地中国式职业教育现代化发展研究院开放基金项目"科教融汇视域下高职院校教师教学创新团队建设的逻辑理路与实践路径研究"(编号:2024KFJJ28). （编号:2024KFJJ28）
