职业教育校企命运共同体内涵定位、现实困境与破解机制  

Establishing a School-Enterprise Community with a Shared Future for Vocational Education

作　　者：刘林山[1] LIU Lin-shan(Jilin Technology College of Electronic Information,Jilin 132021,China)

机构地区：[1]吉林电子信息职业技术学院,吉林吉林132021

出　　处：《武汉船舶职业技术学院学报》2025年第2期15-20,共6页Journal of Wuhan Institute of Shipbuilding Technology

基　　金：中国电子劳动学会“产教融合、校企合作”教育改革发展课题“企业主动承担产教融合型企业建设培育的动力创新机制与策略”(课题编号:Ciel2022143)。

摘　　要：校企命运共同体是解决高素质技术技能人才供求不平衡问题的关键举措。在政策话语体系中,校企命运共同体将成员纳入一个共同体内,将合作关系延伸到命运共同体开展职业教育活动。但是,实践中校企之间仍处于意愿认同难达成、利益共享难实现、行为习惯难改变、组织边界难逾越等困境。要破解上述困境,需从完善机制方面着手,包括:凝聚意愿认同的培育机制,夯实信任关系基础的共享利益机制,养成良好习惯的内生动力机制,对组织属性认同感的互联互通机制。The school-enterprise community of shared future is a key measure to address the imbalance between the supply and demand of high-quality technical and skilled talents.The relationship between schools and enterprises has evolved from a cooperative partnership to a community of shared future,where they jointly carry out vocational education activities.However,in practice,school-enterprise cooperation still faces dilemmas,such as difficulties in achieving consensus on cooperation intentions,realizing the sharing of benefits,changing behavioral habits,and crossing organizational boundaries.In response to these issues,corresponding measures can be taken to improve the cooperation mechanism,such as a cultivation mechanism for consolidating consensus on intentions,a benefit-sharing mechanism for strengthening trust relationships,an internal driving force mechanism for cultivating good habits,and an interconnection mechanism for recognizing organizational attributes,etc.

关 键 词：职业教育 校企合作 校企命运共同体 困境 机制 

分 类 号：G710[文化科学—职业技术教育学]