摘要
通(tong)過(guo)研究樣本地區株(zhu)州市的普(pu)職(zhi)融(rong)(rong)通(tong)改革試點發現(xian)，普(pu)職(zhi)融(rong)(rong)通(tong)班招生旺、學(xue)(xue)風濃(nong)、出口優，但同時也存在靠情懷維系、學(xue)(xue)籍只能“單向通(tong)”、融(rong)(rong)通(tong)局限升學(xue)(xue)目標等問題，建(jian)議建(jian)立健全省域普(pu)職(zhi)融(rong)(rong)通(tong)制度(du)支持體系、盡快發展(zhan)綜(zong)合高中、深入(ru)推進(jin)課程融(rong)(rong)通(tong)，進(jin)一步(bu)推進(jin)高中階段(duan)普(pu)職(zhi)深度(du)融(rong)(rong)通(tong)，以適應學(xue)(xue)生多(duo)樣化發展(zhan)需要和(he)現(xian)代產業科技升級對(dui)綜(zong)合素質(zhi)技術技能人(ren)才的新(xin)訴求。
普(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)(tong)(tong)是(shi)(shi)(shi)普(pu)通(tong)(tong)(tong)(tong)教(jiao)育(yu)與職(zhi)業教(jiao)育(yu)融(rong)(rong)(rong)合(he)貫通(tong)(tong)(tong)(tong)的(de)一種特殊辦學形式，也是(shi)(shi)(shi)現代職(zhi)業教(jiao)育(yu)體系不可或缺的(de)組成部分(fen)。株洲市是(shi)(shi)(shi)湖南省最早也是(shi)(shi)(shi)目前唯(wei)一一個開展普(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)(tong)(tong)改革試點的(de)市州，至今(jin)已經堅持(chi)七年。本文以該市高中階段普(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)(tong)(tong)為例，總結(jie)普(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)(tong)(tong)的(de)經驗，分(fen)析存(cun)在的(de)問題，尋找突破普(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)(tong)(tong)瓶頸的(de)對策。
一、普職融通改革的實踐
為(wei)完(wan)善現代(dai)職(zhi)(zhi)業教(jiao)育體系，搭建學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)成(cheng)(cheng)長(chang)“立交(jiao)橋”，滿足中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)多樣化發(fa)展(zhan)訴(su)求，2016年(nian)株洲市教(jiao)育局通(tong)過(guo)廣泛調研，借鑒發(fa)達地(di)區經(jing)驗，啟動(dong)了(le)普職(zhi)(zhi)融通(tong)改(gai)革(ge)試(shi)點(dian)(dian)(dian)工(gong)作(zuo)。為(wei)了(le)保證普通(tong)融通(tong)質量(liang)，首個試(shi)點(dian)(dian)(dian)班(ban)選擇一(yi)(yi)所(suo)國家中(zhong)(zhong)等(deng)職(zhi)(zhi)業教(jiao)育改(gai)革(ge)發(fa)展(zhan)示(shi)范(fan)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校和一(yi)(yi)所(suo)省(sheng)級(ji)示(shi)范(fan)性普通(tong)高(gao)(gao)(gao)級(ji)中(zhong)(zhong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)合作(zuo)。試(shi)點(dian)(dian)(dian)班(ban)報名159人，錄(lu)取(qu)41人，錄(lu)取(qu)率26%。學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)入(ru)(ru)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)注(zhu)(zhu)冊中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)籍(ji)。學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)入(ru)(ru)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)成(cheng)(cheng)績大部分在(zai)B等(deng)以下，其(qi)中(zhong)(zhong)僅有一(yi)(yi)名學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)一(yi)(yi)門課程為(wei)A等(deng)，另有2名同(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)五門課程分別全(quan)部為(wei)C等(deng)和D等(deng)（注(zhu)(zhu)：三年(nian)后，入(ru)(ru)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)成(cheng)(cheng)績全(quan)為(wei)C等(deng)這名同(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)通(tong)過(guo)對(dui)口高(gao)(gao)(gao)考(kao)考(kao)入(ru)(ru)本(ben)科(ke)(ke)，全(quan)為(wei)D等(deng)這名同(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)考(kao)入(ru)(ru)專科(ke)(ke)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校）。一(yi)(yi)年(nian)級(ji)開設普通(tong)高(gao)(gao)(gao)中(zhong)(zhong)文化課程，師(shi)資由普高(gao)(gao)(gao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校派出，專業課由中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校教(jiao)師(shi)擔(dan)任(ren)。第一(yi)(yi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)年(nian)期末，試(shi)點(dian)(dian)(dian)班(ban)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)參加對(dui)口普高(gao)(gao)(gao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校一(yi)(yi)年(nian)級(ji)統考(kao)，文化課程成(cheng)(cheng)績排名在(zai)普高(gao)(gao)(gao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校上一(yi)(yi)年(nian)一(yi)(yi)次性本(ben)科(ke)(ke)上線率以內或專業成(cheng)(cheng)績達到上一(yi)(yi)年(nian)全(quan)省(sheng)專業錄(lu)取(qu)分數線的學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)，可轉(zhuan)入(ru)(ru)普高(gao)(gao)(gao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)，但學(xue)(xue)(xue)(xue)(xue)(xue)(xue)籍(ji)仍保留(liu)在(zai)原中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校。經(jing)過(guo)考(kao)核，二(er)年(nian)級(ji)時(shi)(shi)轉(zhuan)入(ru)(ru)普高(gao)(gao)(gao)就讀6人，轉(zhuan)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)率14%。畢業時(shi)(shi)轉(zhuan)入(ru)(ru)普高(gao)(gao)(gao)的6名同(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)參加普通(tong)高(gao)(gao)(gao)考(kao)，其(qi)中(zhong)(zhong)5人考(kao)上本(ben)科(ke)(ke)院校（3人一(yi)(yi)本(ben)，2人二(er)本(ben)），1人通(tong)過(guo)單招(zhao)進入(ru)(ru)高(gao)(gao)(gao)職(zhi)(zhi)；留(liu)在(zai)中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校學(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)的學(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)除一(yi)(yi)名同(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)入(ru)(ru)伍(wu)外，2人通(tong)過(guo)對(dui)口高(gao)(gao)(gao)考(kao)考(kao)入(ru)(ru)二(er)本(ben)，其(qi)余同(tong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)全(quan)部考(kao)入(ru)(ru)高(gao)(gao)(gao)職(zhi)(zhi)高(gao)(gao)(gao)專深造。
首屆普(pu)(pu)職融通(tong)試點(dian)班取得(de)成功后，2017年擴大(da)改(gai)革試點(dian)，試點(dian)中職學(xue)校由原(yuan)來的(de)1所(suo)增(zeng)加(jia)(jia)到(dao)(dao)5所(suo)，試點(dian)專業由1個增(zeng)加(jia)(jia)到(dao)(dao)8個，學(xue)生由41人增(zeng)加(jia)(jia)到(dao)(dao)380人，轉入普(pu)(pu)高隨班就讀總人數為44人，轉學(xue)率12%。由于各種(zhong)原(yuan)因，到(dao)(dao)2022年參(can)加(jia)(jia)普(pu)(pu)職融通(tong)試點(dian)的(de)中職學(xue)校由5所(suo)減少到(dao)(dao)2所(suo)，其(qi)中1所(suo)為普(pu)(pu)高與中職學(xue)校校際間融通(tong)，1所(suo)為校內(nei)高中部(bu)與中職部(bu)之間的(de)融通(tong)。
二、普職融通的成效與困境
應該說(shuo)(shuo)株(zhu)洲市的普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)總體(ti)來說(shuo)(shuo)是(shi)成功的，有(you)(you)吸(xi)引力的，特別是(shi)醴陵市陶瓷煙花(hua)職(zhi)(zhi)(zhi)業(ye)技術學(xue)(xue)(xue)校(xiao)(xiao)(xiao)盡管普(pu)(pu)(pu)通(tong)(tong)(tong)(tong)高中(zhong)(zhong)轉學(xue)(xue)(xue)率(lv)只有(you)(you)8.8%，但仍然(ran)堅持至今，究其(qi)原(yuan)因主要有(you)(you)四(si)個：一(yi)是(shi)出口優。以(yi)醴陵市陶瓷煙花(hua)職(zhi)(zhi)(zhi)業(ye)技術學(xue)(xue)(xue)校(xiao)(xiao)(xiao)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)班(ban)為例(li)(li)，目前(qian)畢(bi)業(ye)三(san)(san)屆，轉學(xue)(xue)(xue)到普(pu)(pu)(pu)通(tong)(tong)(tong)(tong)高中(zhong)(zhong)就讀的學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)大部分(fen)通(tong)(tong)(tong)(tong)過普(pu)(pu)(pu)通(tong)(tong)(tong)(tong)高考進入本科(ke)院校(xiao)(xiao)(xiao)深(shen)造，其(qi)中(zhong)(zhong)第(di)一(yi)屆共(gong)3名(ming)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)2人升本、1人上專科(ke)，第(di)二(er)屆和(he)第(di)三(san)(san)屆共(gong)11名(ming)畢(bi)業(ye)生(sheng)(sheng)(sheng)(sheng)100%考上本科(ke)，并且有(you)(you)3人上考上一(yi)本學(xue)(xue)(xue)校(xiao)(xiao)(xiao)。盡管我們不能(neng)完(wan)全以(yi)升本來評價學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的成功，但普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)試點至少說(shuo)(shuo)明不能(neng)以(yi)一(yi)考定終身，普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)班(ban)的開辦為部分(fen)中(zhong)(zhong)考失(shi)利者提供了(le)二(er)次選(xuan)擇(ze)和(he)發展機會(hui)(hui)。二(er)是(shi)入口旺(wang)。正因為畢(bi)業(ye)生(sheng)(sheng)(sheng)(sheng)出口優，普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)班(ban)為學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)多樣化發展提供了(le)多條選(xuan)擇(ze)路徑，所(suo)以(yi)吸(xi)引了(le)一(yi)批低于(yu)省示范普(pu)(pu)(pu)高、高于(yu)一(yi)般普(pu)(pu)(pu)高錄取(qu)分(fen)數(shu)線的初中(zhong)(zhong)畢(bi)業(ye)生(sheng)(sheng)(sheng)(sheng)報名(ming)。據統計，從(cong)第(di)三(san)(san)屆試點班(ban)開始，每年普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)班(ban)錄取(qu)比(bi)例(li)(li)約為50%。良好的社(she)會(hui)(hui)聲譽(yu)，帶動(dong)了(le)中(zhong)(zhong)職(zhi)(zhi)(zhi)學(xue)(xue)(xue)校(xiao)(xiao)(xiao)招生(sheng)(sheng)(sheng)(sheng)效應，解(jie)決了(le)長(chang)期困擾(rao)學(xue)(xue)(xue)校(xiao)(xiao)(xiao)的招生(sheng)(sheng)(sheng)(sheng)難題，這也(ye)是(shi)吸(xi)引中(zhong)(zhong)職(zhi)(zhi)(zhi)學(xue)(xue)(xue)校(xiao)(xiao)(xiao)堅持普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)班(ban)改革的重要動(dong)因。三(san)(san)是(shi)學(xue)(xue)(xue)風(feng)好。普(pu)(pu)(pu)遍反映(ying)，普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)班(ban)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)目標明確，學(xue)(xue)(xue)習氛圍(wei)濃，無論衛生(sheng)(sheng)(sheng)(sheng)、紀律(lv)還是(shi)勞動(dong)等各方面均在(zai)全校(xiao)(xiao)(xiao)發揮榜樣示范作用，帶動(dong)了(le)中(zhong)(zhong)職(zhi)(zhi)(zhi)學(xue)(xue)(xue)校(xiao)(xiao)(xiao)整體(ti)班(ban)風(feng)學(xue)(xue)(xue)風(feng)建設。四(si)是(shi)情懷深(shen)。個別學(xue)(xue)(xue)校(xiao)(xiao)(xiao)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)之所(suo)以(yi)能(neng)夠堅持下來，還有(you)(you)一(yi)個重要原(yuan)因是(shi)普(pu)(pu)(pu)高校(xiao)(xiao)(xiao)長(chang)對(dui)職(zhi)(zhi)(zhi)業(ye)教育有(you)(you)情懷，對(dui)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)(rong)(rong)(rong)通(tong)(tong)(tong)(tong)情有(you)(you)獨鐘。
上面第四點(dian)原因既是(shi)優點(dian)也是(shi)缺點(dian)。如(ru)果(guo)僅(jin)僅(jin)靠(kao)情懷(huai)來(lai)推動普(pu)職(zhi)(zhi)融(rong)(rong)通工作(zuo)，顯然(ran)不是(shi)長久之(zhi)計。從(cong)株洲(zhou)市普(pu)職(zhi)(zhi)融(rong)(rong)通試點(dian)來(lai)看，最初(chu)擴展到了(le)5所學(xue)校(xiao)，后又減(jian)少到2所，也充分說明了(le)這(zhe)點(dian)。從(cong)目前來(lai)看，普(pu)職(zhi)(zhi)融(rong)(rong)通對(dui)中職(zhi)(zhi)學(xue)校(xiao)的高質量發展帶動作(zuo)用非常明顯，但對(dui)普(pu)通高中來(lai)說，又要(yao)派出師資，又要(yao)接納轉學(xue)學(xue)生，確實是(shi)一件比較麻煩的事。如(ru)果(guo)缺乏長效機制，整體設計，普(pu)職(zhi)(zhi)融(rong)(rong)通終究因為(wei)人的因素會走向衰弱。此為(wei)普(pu)職(zhi)(zhi)融(rong)(rong)通工作(zuo)深度推進困境之(zhi)一。
第(di)二個困境是(shi)(shi)只能(neng)“單向通(tong)(tong)(tong)(tong)”，無法“雙向通(tong)(tong)(tong)(tong)”。普(pu)職(zhi)(zhi)融(rong)(rong)通(tong)(tong)(tong)(tong)理論上說應該(gai)是(shi)(shi)普(pu)通(tong)(tong)(tong)(tong)學(xue)(xue)(xue)(xue)校(xiao)(xiao)和職(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)校(xiao)(xiao)學(xue)(xue)(xue)(xue)籍互為融(rong)(rong)通(tong)(tong)(tong)(tong)，但(dan)目前實(shi)(shi)際上只是(shi)(shi)中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)校(xiao)(xiao)的一廂情愿。雖然規定了(le)(le)普(pu)高(gao)學(xue)(xue)(xue)(xue)生(sheng)可以(yi)自愿申請轉(zhuan)入(ru)中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)校(xiao)(xiao)，但(dan)由于對職(zhi)(zhi)業(ye)(ye)教育(yu)的認(ren)識(shi)不(bu)足以(yi)及中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)校(xiao)(xiao)自身的短板，真正轉(zhuan)入(ru)中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)校(xiao)(xiao)的幾乎沒有。中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)校(xiao)(xiao)學(xue)(xue)(xue)(xue)生(sheng)通(tong)(tong)(tong)(tong)過普(pu)職(zhi)(zhi)融(rong)(rong)通(tong)(tong)(tong)(tong)方式轉(zhuan)入(ru)普(pu)通(tong)(tong)(tong)(tong)高(gao)中(zhong)(zhong)，但(dan)學(xue)(xue)(xue)(xue)籍仍然保留在(zai)(zai)中(zhong)(zhong)職(zhi)(zhi)學(xue)(xue)(xue)(xue)校(xiao)(xiao)，轉(zhuan)過去的學(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)際是(shi)(shi)“借讀(du)生(sheng)”，在(zai)(zai)普(pu)通(tong)(tong)(tong)(tong)高(gao)中(zhong)(zhong)隨班就(jiu)讀(du)，身份有些不(bu)尷不(bu)尬。學(xue)(xue)(xue)(xue)籍的不(bu)能(neng)融(rong)(rong)通(tong)(tong)(tong)(tong)，也阻礙了(le)(le)普(pu)職(zhi)(zhi)融(rong)(rong)通(tong)(tong)(tong)(tong)全面推廣的積極性(xing)。
第(di)三個困境(jing)是普(pu)(pu)職(zhi)(zhi)(zhi)融通(tong)還(huan)停(ting)留在升學(xue)為目(mu)(mu)標(biao)的淺(qian)層(ceng)次融通(tong)。就中職(zhi)(zhi)(zhi)學(xue)校(xiao)(xiao)來說，目(mu)(mu)前普(pu)(pu)職(zhi)(zhi)(zhi)融通(tong)的主要目(mu)(mu)標(biao)一是希望更多(duo)學(xue)生考上(shang)本科院校(xiao)(xiao)，二是招生時吸引(yin)更多(duo)優秀生源(yuan)。在課(ke)程(cheng)(cheng)設(she)置上(shang)，一年(nian)級課(ke)程(cheng)(cheng)主要按(an)照普(pu)(pu)高(gao)模式(shi)開設(she)，學(xue)生注冊的專(zhuan)業(ye)與課(ke)程(cheng)(cheng)學(xue)習關系不大，在一定程(cheng)(cheng)度(du)上(shang)失去了職(zhi)(zhi)(zhi)業(ye)教(jiao)育(yu)的特性。最初設(she)計(ji)的普(pu)(pu)高(gao)利用(yong)中職(zhi)(zhi)(zhi)教(jiao)育(yu)資源(yuan)開設(she)相關職(zhi)(zhi)(zhi)業(ye)技術和職(zhi)(zhi)(zhi)業(ye)生涯(ya)課(ke)程(cheng)(cheng)，因(yin)制度(du)執(zhi)行(xing)原因(yin)，實際上(shang)也很(hen)難落(luo)到(dao)實處。普(pu)(pu)職(zhi)(zhi)(zhi)融通(tong)深入到(dao)專(zhuan)業(ye)、課(ke)程(cheng)(cheng)等雙向深度(du)融通(tong)還(huan)有(you)待于破解。
三、全面推進普職融通的建議
普(pu)職(zhi)(zhi)(zhi)(zhi)融(rong)(rong)通(tong)要(yao)求的提(ti)出(chu)(chu)最早可以追溯(su)到(dao)1993年中(zhong)共中(zhong)央、國務院印發的《中(zhong)國教(jiao)(jiao)育(yu)(yu)(yu)(yu)改(gai)革和(he)發展綱(gang)(gang)要(yao)》。《綱(gang)(gang)要(yao)》提(ti)出(chu)(chu)“普(pu)通(tong)高(gao)中(zhong)要(yao)分別不(bu)同情況(kuang)，適(shi)當開(kai)設職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)技術課(ke)程(cheng)”。此(ci)后(hou)，國家(jia)一(yi)(yi)(yi)系列有關高(gao)中(zhong)階段教(jiao)(jiao)育(yu)(yu)(yu)(yu)和(he)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)文件都提(ti)出(chu)(chu)要(yao)加強(qiang)各學段普(pu)通(tong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)與職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)滲(shen)透(tou)融(rong)(rong)通(tong)。2022年，新修(xiu)訂的《職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)法(fa)》再(zai)次以立法(fa)形式將“職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)與普(pu)通(tong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)相互(hu)融(rong)(rong)通(tong)”寫進了法(fa)律條文。黨的二(er)十大報告也進一(yi)(yi)(yi)步(bu)提(ti)出(chu)(chu)，要(yao)“推進職(zhi)(zhi)(zhi)(zhi)普(pu)融(rong)(rong)通(tong)”，辦人(ren)民滿意(yi)的教(jiao)(jiao)育(yu)(yu)(yu)(yu)。可見，普(pu)職(zhi)(zhi)(zhi)(zhi)融(rong)(rong)通(tong)已經成(cheng)為(wei)深(shen)化現代職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)體(ti)系改(gai)革不(bu)可回避的重(zhong)要(yao)課(ke)題(ti)。進一(yi)(yi)(yi)步(bu)推廣普(pu)職(zhi)(zhi)(zhi)(zhi)融(rong)(rong)通(tong)，需要(yao)從三大方(fang)面著(zhu)力：
一是(shi)建立(li)保(bao)障(zhang)(zhang)支(zhi)(zhi)持系統。普(pu)(pu)(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)是(shi)一項橫跨普(pu)(pu)(pu)通(tong)(tong)教育(yu)和(he)職(zhi)業教育(yu)兩(liang)大(da)體(ti)(ti)系的系統工程，需要(yao)(yao)(yao)站在教育(yu)整體(ti)(ti)高(gao)度來做好(hao)省域內的制度設計。如(ru)果缺乏(fa)制度體(ti)(ti)系支(zhi)(zhi)撐，單靠個(ge)人(ren)情懷，是(shi)很難(nan)可持續性發展(zhan)的。首先要(yao)(yao)(yao)制定(ding)普(pu)(pu)(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)改革實施方案(an)。現在大(da)的政(zheng)策已(yi)經(jing)有(you)了，就缺乏(fa)各地落(luo)地的具體(ti)(ti)實施方案(an)，要(yao)(yao)(yao)將普(pu)(pu)(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)的目標(biao)任務(wu)、融(rong)(rong)(rong)通(tong)(tong)模(mo)式、發展(zhan)路徑及保(bao)障(zhang)(zhang)機制等(deng)落(luo)實到(dao)具體(ti)(ti)實施方案(an)中去(qu)。其次要(yao)(yao)(yao)打通(tong)(tong)學(xue)籍融(rong)(rong)(rong)通(tong)(tong)壁壘。學(xue)籍融(rong)(rong)(rong)通(tong)(tong)的難(nan)點(dian)和(he)堵點(dian)在中職(zhi)轉普(pu)(pu)(pu)高(gao)，普(pu)(pu)(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)班學(xue)生人(ren)可過(guo)去(qu)，但學(xue)籍轉不(bu)了，會嚴重影響普(pu)(pu)(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)改革的積(ji)極性。因此(ci)，要(yao)(yao)(yao)重點(dian)研究解決中職(zhi)融(rong)(rong)(rong)通(tong)(tong)到(dao)普(pu)(pu)(pu)高(gao)的學(xue)生學(xue)籍問題(ti)(ti)。再(zai)次是(shi)投(tou)入問題(ti)(ti)。如(ru)果選擇校際間(jian)的普(pu)(pu)(pu)職(zhi)融(rong)(rong)(rong)通(tong)(tong)，涉及到(dao)師資(zi)派出、課程開發以及學(xue)費(fei)分(fen)攤等(deng)問題(ti)(ti)，需要(yao)(yao)(yao)一定(ding)的經(jing)費(fei)投(tou)入支(zhi)(zhi)持作保(bao)障(zhang)(zhang)。
二是盡快發(fa)展(zhan)綜(zong)合高(gao)(gao)(gao)中(zhong)(zhong)。早在2010年《國(guo)家(jia)(jia)中(zhong)(zhong)長期教(jiao)育改(gai)革和發(fa)展(zhan)規(gui)劃綱要（2010－2020》就提(ti)出要“探(tan)索綜(zong)合高(gao)(gao)(gao)中(zhong)(zhong)發(fa)展(zhan)模式(shi)。” 2021年，《中(zhong)(zhong)共(gong)中(zhong)(zhong)央辦公(gong)(gong)廳 國(guo)務(wu)院辦公(gong)(gong)廳關(guan)于推動現(xian)代職(zhi)業(ye)教(jiao)育高(gao)(gao)(gao)質量(liang)發(fa)展(zhan)的(de)意(yi)見》再次強調要“探(tan)索發(fa)展(zhan)以(yi)專項技能培養為(wei)主(zhu)的(de)特色(se)綜(zong)合高(gao)(gao)(gao)中(zhong)(zhong)”。《教(jiao)育部(bu) 湖南(nan)省人民(min)政府關(guan)于整(zheng)省推進職(zhi)業(ye)教(jiao)育現(xian)代化 服務(wu)“三高(gao)(gao)(gao)四(si)新”戰略的(de)意(yi)見》也提(ti)出了湖南(nan)省“開展(zhan)綜(zong)合高(gao)(gao)(gao)中(zhong)(zhong)試點”的(de)戰略任務(wu)。隨著產業(ye)技術升級對綜(zong)合素(su)質人才需求比例的(de)增加，綜(zong)合高(gao)(gao)(gao)中(zhong)(zhong)已經成為(wei)許多發(fa)達國(guo)家(jia)(jia)和地區高(gao)(gao)(gao)中(zhong)(zhong)階(jie)段(duan)教(jiao)育的(de)一種(zhong)重要辦學形式(shi)。據統計，目前美國(guo)綜(zong)合高(gao)(gao)(gao)中(zhong)(zhong)已占到(dao)全(quan)部(bu)公(gong)(gong)立高(gao)(gao)(gao)中(zhong)(zhong)的(de)85%，成為(wei)高(gao)(gao)(gao)中(zhong)(zhong)階(jie)段(duan)教(jiao)育的(de)主(zhu)要形式(shi)。
目前普職(zhi)融通(tong)模(mo)式主要(yao)有兩(liang)種(zhong)(zhong)：一(yi)種(zhong)(zhong)是中(zhong)職(zhi)學校(xiao)(xiao)與普通(tong)高(gao)(gao)(gao)中(zhong)之間的(de)(de)融通(tong)，另一(yi)種(zhong)(zhong)是中(zhong)職(zhi)學校(xiao)(xiao)或(huo)普通(tong)高(gao)(gao)(gao)中(zhong)內部(bu)的(de)(de)融通(tong)。從(cong)融通(tong)效益來看，學校(xiao)(xiao)內部(bu)的(de)(de)融通(tong)因(yin)為師資隊伍、課程體(ti)系(xi)以及設(she)施設(she)備可(ke)共享，溝通(tong)協調(diao)簡單，可(ke)以回避校(xiao)(xiao)際間融通(tong)中(zhong)的(de)(de)很多問題與矛盾，是一(yi)種(zhong)(zhong)比較理想的(de)(de)融通(tong)模(mo)式。與此同時(shi)，發(fa)(fa)(fa)展綜合高(gao)(gao)(gao)中(zhong)的(de)(de)時(shi)機也已(yi)(yi)經成熟(shu)，為適(shi)應新一(yi)輪(lun)產業(ye)(ye)技(ji)(ji)術(shu)革新及信息化(hua)、智能(neng)化(hua)對知(zhi)識(shi)型(xing)技(ji)(ji)術(shu)工(gong)人的(de)(de)需要(yao)，目前中(zhong)職(zhi)學校(xiao)(xiao)辦學定(ding)位已(yi)(yi)由過去單一(yi)的(de)(de)就業(ye)(ye)導(dao)向(xiang)調(diao)整為升學與就業(ye)(ye)“雙導(dao)向(xiang)”。《國(guo)(guo)家職(zhi)業(ye)(ye)教育(yu)(yu)(yu)改革實施方案》也已(yi)(yi)明確“把(ba)發(fa)(fa)(fa)展中(zhong)等(deng)職(zhi)業(ye)(ye)教育(yu)(yu)(yu)作為普及高(gao)(gao)(gao)中(zhong)階段教育(yu)(yu)(yu)和建設(she)中(zhong)國(guo)(guo)特(te)色職(zhi)業(ye)(ye)教育(yu)(yu)(yu)體(ti)系(xi)的(de)(de)重(zhong)要(yao)基(ji)礎”，“把(ba)發(fa)(fa)(fa)展高(gao)(gao)(gao)等(deng)職(zhi)業(ye)(ye)教育(yu)(yu)(yu)作為優化(hua)高(gao)(gao)(gao)等(deng)教育(yu)(yu)(yu)結構和培養大國(guo)(guo)工(gong)匠(jiang)、能(neng)工(gong)巧匠(jiang)的(de)(de)重(zhong)要(yao)方式”。事(shi)實上(shang)，根據我們(men)的(de)(de)調(diao)查(cha)，職(zhi)業(ye)(ye)教育(yu)(yu)(yu)的(de)(de)辦學層次已(yi)(yi)經高(gao)(gao)(gao)移，目前中(zhong)職(zhi)學校(xiao)(xiao)90%以上(shang)的(de)(de)學生選擇知(zhi)識(shi)和技(ji)(ji)術(shu)的(de)(de)繼續深造。
當(dang)前(qian)發(fa)展(zhan)綜(zong)合(he)(he)高中(zhong)可(ke)以(yi)(yi)(yi)(yi)考(kao)慮兩(liang)條路徑：一是以(yi)(yi)(yi)(yi)現(xian)有中(zhong)職(zhi)(zhi)學(xue)(xue)校(xiao)為(wei)基礎(chu)，二(er)是以(yi)(yi)(yi)(yi)普通(tong)高中(zhong)為(wei)基礎(chu)。當(dang)然，也可(ke)以(yi)(yi)(yi)(yi)在部分(fen)中(zhong)職(zhi)(zhi)學(xue)(xue)校(xiao)率先(xian)創(chuang)辦(ban)綜(zong)合(he)(he)高中(zhong)班，啟動綜(zong)合(he)(he)高中(zhong)試(shi)點。在這方面青(qing)(qing)島(dao)等(deng)外地(di)經驗(yan)可(ke)以(yi)(yi)(yi)(yi)為(wei)我們提供(gong)借(jie)鑒。2021年(nian)，青(qing)(qing)島(dao)旅游學(xue)(xue)校(xiao)創(chuang)辦(ban)了綜(zong)合(he)(he)高中(zhong)班。學(xue)(xue)生(sheng)入學(xue)(xue)時注冊普通(tong)高中(zhong)學(xue)(xue)籍，一年(nian)級開(kai)設普高九門(men)課(ke)程(cheng)，同(tong)時開(kai)設日(ri)語韓語、生(sheng)涯規劃等(deng)選(xuan)修課(ke)程(cheng)。二(er)年(nian)級時可(ke)選(xuan)擇普通(tong)高考(kao)、職(zhi)(zhi)教高考(kao)和出國深(shen)造(zao)等(deng)不同(tong)發(fa)展(zhan)方向。選(xuan)擇普通(tong)高考(kao)的(de)學(xue)(xue)生(sheng)提供(gong)政史地(di)、生(sheng)史地(di)兩(liang)個(ge)選(xuan)考(kao)課(ke)程(cheng)組合(he)(he)，選(xuan)擇職(zhi)(zhi)教高考(kao)的(de)學(xue)(xue)生(sheng)轉(zhuan)為(wei)中(zhong)職(zhi)(zhi)學(xue)(xue)籍，以(yi)(yi)(yi)(yi)文化課(ke)、專業課(ke)和技能特(te)長沖擊職(zhi)(zhi)教本科。
三是推進普(pu)(pu)(pu)高(gao)(gao)職(zhi)(zhi)教(jiao)(jiao)課(ke)(ke)(ke)程(cheng)(cheng)融(rong)通(tong)(tong)(tong)(tong)(tong)(tong)。課(ke)(ke)(ke)程(cheng)(cheng)是普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)(tong)的(de)重要(yao)(yao)載(zai)體(ti)。為避(bi)免普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)(tong)變(bian)成單一的(de)升學(xue)(xue)(xue)(xue)融(rong)通(tong)(tong)(tong)(tong)(tong)(tong)，要(yao)(yao)著眼于人(ren)的(de)全面發(fa)(fa)展(zhan)(zhan)(zhan)，為學(xue)(xue)(xue)(xue)生(sheng)提供充分合(he)適的(de)教(jiao)(jiao)育，可以在(zai)普(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)高(gao)(gao)中(zhong)提供職(zhi)(zhi)業(ye)(ye)技術(shu)類(lei)課(ke)(ke)(ke)程(cheng)(cheng)供學(xue)(xue)(xue)(xue)生(sheng)選擇，滿足高(gao)(gao)中(zhong)學(xue)(xue)(xue)(xue)生(sheng)多樣化(hua)發(fa)(fa)展(zhan)(zhan)(zhan)需要(yao)(yao)。有人(ren)對(dui)教(jiao)(jiao)學(xue)(xue)(xue)(xue)質(zhi)量(liang)(liang)中(zhong)等偏下的(de)普(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)高(gao)(gao)中(zhong)調查發(fa)(fa)現，普(pu)(pu)(pu)高(gao)(gao)有19.6%的(de)學(xue)(xue)(xue)(xue)生(sheng)表(biao)示(shi)喜歡職(zhi)(zhi)業(ye)(ye)技術(shu)類(lei)課(ke)(ke)(ke)程(cheng)(cheng)，18.4%的(de)學(xue)(xue)(xue)(xue)生(sheng)表(biao)示(shi)想學(xue)(xue)(xue)(xue)習(xi)一門技術(shu)，10.6%的(de)學(xue)(xue)(xue)(xue)生(sheng)表(biao)示(shi)不(bu)喜歡普(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)高(gao)(gao)中(zhong)的(de)課(ke)(ke)(ke)程(cheng)(cheng)。因此(ci)，在(zai)普(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)高(gao)(gao)中(zhong)尤其是一般(ban)高(gao)(gao)中(zhong)增設職(zhi)(zhi)業(ye)(ye)技術(shu)類(lei)課(ke)(ke)(ke)程(cheng)(cheng)有著特別重要(yao)(yao)的(de)意義。國家和(he)省(sheng)市相關(guan)文件也(ye)多次強調，要(yao)(yao)“鼓(gu)勵中(zhong)等職(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)聯合(he)中(zhong)小學(xue)(xue)(xue)(xue)開(kai)展(zhan)(zhan)(zhan)勞動和(he)職(zhi)(zhi)業(ye)(ye)啟蒙教(jiao)(jiao)育，將動手實(shi)踐內容納入(ru)中(zhong)小學(xue)(xue)(xue)(xue)相關(guan)課(ke)(ke)(ke)程(cheng)(cheng)和(he)學(xue)(xue)(xue)(xue)生(sheng)綜合(he)素質(zhi)評價”，組織力(li)量(liang)(liang)開(kai)展(zhan)(zhan)(zhan)相關(guan)普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)(tong)選修課(ke)(ke)(ke)程(cheng)(cheng)，實(shi)現校(xiao)(xiao)(xiao)內課(ke)(ke)(ke)程(cheng)(cheng)資源(yuan)的(de)普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)(tong)。同時還可整合(he)職(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)現有實(shi)習(xi)實(shi)訓資源(yuan)，面向當地普(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)開(kai)放，讓普(pu)(pu)(pu)通(tong)(tong)(tong)(tong)(tong)(tong)教(jiao)(jiao)育學(xue)(xue)(xue)(xue)生(sheng)提前感(gan)知(zhi)職(zhi)(zhi)業(ye)(ye)、認知(zhi)職(zhi)(zhi)業(ye)(ye)、體(ti)驗(yan)職(zhi)(zhi)業(ye)(ye)，更(geng)好地做好職(zhi)(zhi)業(ye)(ye)生(sheng)涯發(fa)(fa)展(zhan)(zhan)(zhan)規劃。
來源: 職教論語，原文刊《湖南教育》2023.3C。
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