黨的(de)(de)(de)二十大報告指出(chu)，應“支持(chi)高中(zhong)階段學(xue)(xue)校(xiao)(xiao)多樣(yang)化發展(zhan)”“統籌職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)、高等教(jiao)(jiao)育(yu)、繼續教(jiao)(jiao)育(yu)協同創新(xin)，推(tui)進(jin)職(zhi)(zhi)(zhi)(zhi)普(pu)融(rong)(rong)(rong)通(tong)(tong)……優化職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)類型定位”。新(xin)修訂(ding)的(de)(de)(de)《中(zhong)華人民(min)共(gong)和國(guo)(guo)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)法》明確指出(chu)“國(guo)(guo)家(jia)建立健全(quan)適應經濟社會發展(zhan)需要(yao)(yao)……職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)與普(pu)通(tong)(tong)教(jiao)(jiao)育(yu)相(xiang)(xiang)互融(rong)(rong)(rong)通(tong)(tong)……服(fu)務全(quan)民(min)終身學(xue)(xue)習的(de)(de)(de)現代職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)體(ti)(ti)系(xi)(xi)”，有(you)關(guan)教(jiao)(jiao)育(yu)行政部門(men)應當“鼓勵和支持(chi)普(pu)通(tong)(tong)中(zhong)小(xiao)學(xue)(xue)、普(pu)通(tong)(tong)高等學(xue)(xue)校(xiao)(xiao)，根據實際需要(yao)(yao)增加職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)相(xiang)(xiang)關(guan)教(jiao)(jiao)學(xue)(xue)內(nei)容”。中(zhong)共(gong)中(zhong)央辦(ban)公(gong)廳(ting)、國(guo)(guo)務院(yuan)辦(ban)公(gong)廳(ting)印發的(de)(de)(de)《關(guan)于(yu)深化現代職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)體(ti)(ti)系(xi)(xi)建設改革的(de)(de)(de)意見》進(jin)一步(bu)指出(chu)，要(yao)(yao)拓寬學(xue)(xue)生(sheng)成(cheng)(cheng)(cheng)(cheng)長成(cheng)(cheng)(cheng)(cheng)才(cai)通(tong)(tong)道(dao)，“推(tui)動職(zhi)(zhi)(zhi)(zhi)普(pu)協調發展(zhan)、相(xiang)(xiang)互融(rong)(rong)(rong)通(tong)(tong)，讓不(bu)同稟賦和需要(yao)(yao)的(de)(de)(de)學(xue)(xue)生(sheng)能夠多次選擇、多樣(yang)化成(cheng)(cheng)(cheng)(cheng)才(cai)”，“探索綜合高中(zhong)”，“完善本科學(xue)(xue)校(xiao)(xiao)招收(shou)具有(you)工(gong)(gong)作經歷的(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)學(xue)(xue)校(xiao)(xiao)畢(bi)業(ye)(ye)(ye)生(sheng)的(de)(de)(de)辦(ban)法……支持(chi)高水(shui)平本科學(xue)(xue)校(xiao)(xiao)參(can)與職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)改革”。可見，普(pu)職(zhi)(zhi)(zhi)(zhi)融(rong)(rong)(rong)通(tong)(tong)已成(cheng)(cheng)(cheng)(cheng)為賦能學(xue)(xue)生(sheng)多樣(yang)化成(cheng)(cheng)(cheng)(cheng)長成(cheng)(cheng)(cheng)(cheng)才(cai)、建設現代職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)體(ti)(ti)系(xi)(xi)的(de)(de)(de)重(zhong)要(yao)(yao)路(lu)徑。通(tong)(tong)過檢索中(zhong)國(guo)(guo)知網（CNKI）相(xiang)(xiang)關(guan)文獻發現，目前(qian)對于(yu)普(pu)職(zhi)(zhi)(zhi)(zhi)融(rong)(rong)(rong)通(tong)(tong)研(yan)(yan)究熱點以及趨向的(de)(de)(de)研(yan)(yan)究較少，并且部分(fen)(fen)成(cheng)(cheng)(cheng)(cheng)果(guo)(guo)研(yan)(yan)究方(fang)法較為傳統。因此，本研(yan)(yan)究擬在前(qian)人研(yan)(yan)究的(de)(de)(de)基礎之上，采用內(nei)容分(fen)(fen)析(xi)法中(zhong)的(de)(de)(de)共(gong)詞分(fen)(fen)析(xi)法，并結合社會網絡分(fen)(fen)析(xi)法，借助Bicomb、SPSS、Ucinet以及Netdraw等分(fen)(fen)析(xi)工(gong)(gong)具，梳理(li)我國(guo)(guo)普(pu)職(zhi)(zhi)(zhi)(zhi)融(rong)(rong)(rong)通(tong)(tong)研(yan)(yan)究熱點與發展(zhan)態勢，以期(qi)豐富相(xiang)(xiang)關(guan)研(yan)(yan)究成(cheng)(cheng)(cheng)(cheng)果(guo)(guo)。
一、研究方法與過程
共詞(ci)分(fen)析(xi)法(fa)(fa)屬(shu)于(yu)內容(rong)分(fen)析(xi)法(fa)(fa)的一種，主要是通過分(fen)析(xi)某(mou)一學(xue)科領域(yu)(yu)相(xiang)關(guan)文獻的代表(biao)性術語之間(jian)的連接強度，從而(er)得出該學(xue)科領域(yu)(yu)的研究(jiu)熱(re)點(dian)及(ji)發(fa)展(zhan)趨(qu)勢(shi)。在教育學(xue)研究(jiu)中，研究(jiu)者(zhe)多(duo)混(hun)合使用(yong)共詞(ci)分(fen)析(xi)法(fa)(fa)以及(ji)社會(hui)網(wang)(wang)絡(luo)分(fen)析(xi)法(fa)(fa)來研究(jiu)某(mou)學(xue)科領域(yu)(yu)的歷(li)史(shi)脈絡(luo)、研究(jiu)熱(re)點(dian)及(ji)發(fa)展(zhan)趨(qu)勢(shi)。借鑒這一做法(fa)(fa)，本文也主要采用(yong)內容(rong)分(fen)析(xi)法(fa)(fa)中的共詞(ci)分(fen)析(xi)法(fa)(fa)并結合社會(hui)網(wang)(wang)絡(luo)分(fen)析(xi)法(fa)(fa)進行研究(jiu)，具體過程(cheng)如下(xia)：
（一） 研究對象選取
在中國知網（CNKI）高級(ji)檢索頁面，分別(bie)以“普職(zhi)(zhi)融(rong)(rong)(rong)通”“職(zhi)(zhi)普融(rong)(rong)(rong)通”“普職(zhi)(zhi)融(rong)(rong)(rong)合(he)”“普職(zhi)(zhi)銜接”“普職(zhi)(zhi)滲透”“職(zhi)(zhi)業啟蒙教育”等為關鍵詞，來(lai)源類別(bie)選定(ding)為“北(bei)大(da)核心”和(he)“CSSCI”，以此檢索普職(zhi)(zhi)融(rong)(rong)(rong)通領域相關文(wen)獻(xian)262篇，在初步了(le)解(jie)文(wen)獻(xian)內容的基礎上(shang)，經過人工(gong)篩查(cha)，剔除(chu)會議綜述(shu)和(he)新聞、期刊導(dao)讀、領導(dao)講話、個人傳記(ji)及(ji)廣告等非(fei)學術性文(wen)獻(xian)，最后得到(dao)符合(he)研究(jiu)標準的有(you)效文(wen)獻(xian)217篇，以此作為研究(jiu)對象。
（二） 高頻關鍵詞提取
從知網（CNKI）中選取符合(he)條(tiao)件的(de)(de)217篇(pian)文獻以(yi)“Notefirst”格式導入Bicomb2.0軟件進(jin)(jin)行關(guan)(guan)(guan)鍵(jian)(jian)(jian)(jian)(jian)詞統(tong)計(ji)，由于(yu)部分(fen)(fen)關(guan)(guan)(guan)鍵(jian)(jian)(jian)(jian)(jian)詞表(biao)述(shu)不夠(gou)準確或(huo)表(biao)述(shu)不夠(gou)規范，因此需要(yao)對關(guan)(guan)(guan)鍵(jian)(jian)(jian)(jian)(jian)詞進(jin)(jin)行清洗，將(jiang)(jiang)內涵或(huo)意義相同或(huo)相似的(de)(de)關(guan)(guan)(guan)鍵(jian)(jian)(jian)(jian)(jian)詞進(jin)(jin)行替換處理或(huo)者同值修改處理后(hou)(hou)(hou)作為最終(zhong)的(de)(de)分(fen)(fen)析數據，最后(hou)(hou)(hou)共(gong)計(ji)提取出435個(ge)(ge)關(guan)(guan)(guan)鍵(jian)(jian)(jian)(jian)(jian)詞。在此基礎(chu)上，本研究(jiu)(jiu)根據實際情況(kuang)，以(yi)3為閾值，將(jiang)(jiang)詞匯(hui)詞頻(pin)(pin)≥3的(de)(de)關(guan)(guan)(guan)鍵(jian)(jian)(jian)(jian)(jian)詞作為高(gao)(gao)(gao)頻(pin)(pin)關(guan)(guan)(guan)鍵(jian)(jian)(jian)(jian)(jian)詞，隨后(hou)(hou)(hou)使用Bicomb2.0軟件生成(cheng)詞篇(pian)矩陣和共(gong)現矩陣，便于(yu)接下來的(de)(de)聚(ju)(ju)類以(yi)及(ji)多維尺度分(fen)(fen)析。根據結果顯示，我國(guo)關(guan)(guan)(guan)于(yu)普(pu)職融(rong)(rong)通(tong)研究(jiu)(jiu)的(de)(de)前10個(ge)(ge)高(gao)(gao)(gao)頻(pin)(pin)關(guan)(guan)(guan)鍵(jian)(jian)(jian)(jian)(jian)詞分(fen)(fen)別為普(pu)職融(rong)(rong)通(tong)（100）、普(pu)通(tong)教(jiao)育（54）、職業教(jiao)育（43）、職業啟蒙教(jiao)育（40）、課程（35）、高(gao)(gao)(gao)中階(jie)段教(jiao)育（18）、現代職業教(jiao)育體(ti)系(xi)（15）、普(pu)通(tong)高(gao)(gao)(gao)中（15）、普(pu)職協調發展(zhan)（13）、綜合(he)高(gao)(gao)(gao)中（13）。為了更(geng)深入探究(jiu)(jiu)41個(ge)(ge)高(gao)(gao)(gao)頻(pin)(pin)關(guan)(guan)(guan)鍵(jian)(jian)(jian)(jian)(jian)詞之(zhi)間的(de)(de)關(guan)(guan)(guan)系(xi)，本文結合(he)聚(ju)(ju)類分(fen)(fen)析、社會網絡分(fen)(fen)析等方法對關(guan)(guan)(guan)鍵(jian)(jian)(jian)(jian)(jian)詞之(zhi)間的(de)(de)關(guan)(guan)(guan)系(xi)進(jin)(jin)一(yi)步研究(jiu)(jiu)。
（三） 聚類分析
1.相(xiang)(xiang)(xiang)(xiang)(xiang)似(si)(si)矩(ju)陣(zhen)(zhen)(zhen)(zhen)和相(xiang)(xiang)(xiang)(xiang)(xiang)異(yi)矩(ju)陣(zhen)(zhen)(zhen)(zhen)。使用Bicomb2.0軟(ruan)件將詞(ci)(ci)(ci)頻(pin)≥3的(de)(de)(de)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)生成詞(ci)(ci)(ci)篇(pian)矩(ju)陣(zhen)(zhen)(zhen)(zhen)，詞(ci)(ci)(ci)篇(pian)矩(ju)陣(zhen)(zhen)(zhen)(zhen)主要為了考察高(gao)頻(pin)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)之(zhi)(zhi)間(jian)(jian)(jian)的(de)(de)(de)親密度(du)，數(shu)值(zhi)(zhi)越(yue)(yue)大，表(biao)示(shi)(shi)兩個關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)之(zhi)(zhi)間(jian)(jian)(jian)的(de)(de)(de)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)系(xi)(xi)(xi)(xi)越(yue)(yue)密切。同時，為了更(geng)好更(geng)真實(shi)地揭示(shi)(shi)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)之(zhi)(zhi)間(jian)(jian)(jian)的(de)(de)(de)共現(xian)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)系(xi)(xi)(xi)(xi)，還需(xu)要構造兩階段(duan)的(de)(de)(de)相(xiang)(xiang)(xiang)(xiang)(xiang)似(si)(si)矩(ju)陣(zhen)(zhen)(zhen)(zhen)來消除頻(pin)次懸殊所造成的(de)(de)(de)影(ying)響。在此(ci)基(ji)礎上，將詞(ci)(ci)(ci)篇(pian)矩(ju)陣(zhen)(zhen)(zhen)(zhen)導入SPSS27.0軟(ruan)件中(zhong)進行系(xi)(xi)(xi)(xi)統聚類(lei)，度(du)量標準選擇Ochiai系(xi)(xi)(xi)(xi)數(shu)，將原始的(de)(de)(de)高(gao)頻(pin)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)詞(ci)(ci)(ci)篇(pian)矩(ju)陣(zhen)(zhen)(zhen)(zhen)轉換成高(gao)頻(pin)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)相(xiang)(xiang)(xiang)(xiang)(xiang)似(si)(si)矩(ju)陣(zhen)(zhen)(zhen)(zhen)，相(xiang)(xiang)(xiang)(xiang)(xiang)似(si)(si)矩(ju)陣(zhen)(zhen)(zhen)(zhen)中(zhong)的(de)(de)(de)相(xiang)(xiang)(xiang)(xiang)(xiang)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)系(xi)(xi)(xi)(xi)數(shu)表(biao)明(ming)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)之(zhi)(zhi)間(jian)(jian)(jian)的(de)(de)(de)相(xiang)(xiang)(xiang)(xiang)(xiang)似(si)(si)性，系(xi)(xi)(xi)(xi)數(shu)越(yue)(yue)接(jie)近(jin)(jin)(jin)(jin)1，表(biao)示(shi)(shi)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)之(zhi)(zhi)間(jian)(jian)(jian)相(xiang)(xiang)(xiang)(xiang)(xiang)似(si)(si)度(du)越(yue)(yue)大；反之(zhi)(zhi)，系(xi)(xi)(xi)(xi)數(shu)越(yue)(yue)接(jie)近(jin)(jin)(jin)(jin)0，則相(xiang)(xiang)(xiang)(xiang)(xiang)似(si)(si)度(du)越(yue)(yue)小。由(you)于相(xiang)(xiang)(xiang)(xiang)(xiang)似(si)(si)矩(ju)陣(zhen)(zhen)(zhen)(zhen)中(zhong)Ochiai系(xi)(xi)(xi)(xi)數(shu)值(zhi)(zhi)為0的(de)(de)(de)數(shu)量過多，因此(ci)需(xu)要在相(xiang)(xiang)(xiang)(xiang)(xiang)似(si)(si)矩(ju)陣(zhen)(zhen)(zhen)(zhen)的(de)(de)(de)基(ji)礎上建立相(xiang)(xiang)(xiang)(xiang)(xiang)異(yi)矩(ju)陣(zhen)(zhen)(zhen)(zhen)。在Excel表(biao)中(zhong)使用運算（1-相(xiang)(xiang)(xiang)(xiang)(xiang)似(si)(si)矩(ju)陣(zhen)(zhen)(zhen)(zhen)）得到(dao)高(gao)頻(pin)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)的(de)(de)(de)相(xiang)(xiang)(xiang)(xiang)(xiang)異(yi)矩(ju)陣(zhen)(zhen)(zhen)(zhen)（參見(jian)表(biao)1）。相(xiang)(xiang)(xiang)(xiang)(xiang)異(yi)矩(ju)陣(zhen)(zhen)(zhen)(zhen)中(zhong)Ochiai系(xi)(xi)(xi)(xi)數(shu)值(zhi)(zhi)越(yue)(yue)接(jie)近(jin)(jin)(jin)(jin)1，表(biao)明(ming)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)之(zhi)(zhi)間(jian)(jian)(jian)的(de)(de)(de)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)系(xi)(xi)(xi)(xi)越(yue)(yue)疏遠(yuan)(yuan)；反之(zhi)(zhi)，數(shu)值(zhi)(zhi)越(yue)(yue)接(jie)近(jin)(jin)(jin)(jin)0，則表(biao)明(ming)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)之(zhi)(zhi)間(jian)(jian)(jian)的(de)(de)(de)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)系(xi)(xi)(xi)(xi)越(yue)(yue)接(jie)近(jin)(jin)(jin)(jin)。結果顯(xian)示(shi)(shi)，各高(gao)頻(pin)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)之(zhi)(zhi)間(jian)(jian)(jian)與普職融通(tong)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)系(xi)(xi)(xi)(xi)并不緊(jin)密，相(xiang)(xiang)(xiang)(xiang)(xiang)對(dui)較疏遠(yuan)(yuan)。其中(zhong)，現(xian)代(dai)職業教育體系(xi)(xi)(xi)(xi)這個關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)與普職融通(tong)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)系(xi)(xi)(xi)(xi)相(xiang)(xiang)(xiang)(xiang)(xiang)對(dui)于其他(ta)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)來說較為緊(jin)密，對(dui)于其他(ta)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)鍵(jian)(jian)(jian)詞(ci)(ci)(ci)之(zhi)(zhi)間(jian)(jian)(jian)的(de)(de)(de)關(guan)(guan)(guan)(guan)(guan)(guan)(guan)系(xi)(xi)(xi)(xi)，需(xu)要進行進一步探究。
2.聚類(lei)樹(shu)狀(zhuang)圖(tu)分(fen)(fen)(fen)(fen)析(xi)。聚類(lei)分(fen)(fen)(fen)(fen)析(xi)（cluster analysis）是(shi)(shi)統(tong)(tong)計學中(zhong)(zhong)研(yan)(yan)究(jiu)(jiu)“物以類(lei)聚”問題的(de)多(duo)(duo)元統(tong)(tong)計分(fen)(fen)(fen)(fen)析(xi)方法(fa)，本(ben)研(yan)(yan)究(jiu)(jiu)使用SPSS27.0軟件(jian)系(xi)統(tong)(tong)繪(hui)制高(gao)(gao)(gao)(gao)(gao)頻(pin)關(guan)鍵(jian)詞(ci)的(de)聚類(lei)樹(shu)狀(zhuang)圖(tu)，得出我國普(pu)(pu)(pu)(pu)職(zhi)(zhi)(zhi)融通(tong)(tong)高(gao)(gao)(gao)(gao)(gao)頻(pin)關(guan)鍵(jian)詞(ci)大體(ti)(ti)分(fen)(fen)(fen)(fen)為(wei)(wei)六(liu)個領域：一(yi)是(shi)(shi)國內外(wai)普(pu)(pu)(pu)(pu)職(zhi)(zhi)(zhi)融通(tong)(tong)體(ti)(ti)系(xi)研(yan)(yan)究(jiu)(jiu)，包(bao)含(han)的(de)關(guan)鍵(jian)詞(ci)為(wei)(wei)普(pu)(pu)(pu)(pu)通(tong)(tong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、高(gao)(gao)(gao)(gao)(gao)中(zhong)(zhong)階段教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、普(pu)(pu)(pu)(pu)職(zhi)(zhi)(zhi)融通(tong)(tong)、現代(dai)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)體(ti)(ti)系(xi)、產教(jiao)(jiao)(jiao)(jiao)(jiao)融合(he)、德國、銜(xian)接、高(gao)(gao)(gao)(gao)(gao)中(zhong)(zhong)、模式(shi)、英國；二(er)是(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)政策(ce)背景(jing)下(xia)類(lei)型(xing)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)研(yan)(yan)究(jiu)(jiu)，包(bao)含(han)的(de)關(guan)鍵(jian)詞(ci)為(wei)(wei)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)公平、職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)高(gao)(gao)(gao)(gao)(gao)考、類(lei)型(xing)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、普(pu)(pu)(pu)(pu)職(zhi)(zhi)(zhi)協調發(fa)(fa)展(zhan)、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)法(fa)、高(gao)(gao)(gao)(gao)(gao)等教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、措施(shi)；三是(shi)(shi)普(pu)(pu)(pu)(pu)職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)分(fen)(fen)(fen)(fen)流(liu)研(yan)(yan)究(jiu)(jiu)，包(bao)含(han)的(de)關(guan)鍵(jian)詞(ci)為(wei)(wei)普(pu)(pu)(pu)(pu)職(zhi)(zhi)(zhi)分(fen)(fen)(fen)(fen)流(liu)、教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)分(fen)(fen)(fen)(fen)流(liu)、中(zhong)(zhong)等職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)；四是(shi)(shi)中(zhong)(zhong)小(xiao)學職(zhi)(zhi)(zhi)業(ye)(ye)(ye)啟蒙(meng)(meng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)研(yan)(yan)究(jiu)(jiu)，包(bao)含(han)的(de)關(guan)鍵(jian)詞(ci)為(wei)(wei)勞動教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、綜合(he)實踐活動、課程、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)啟蒙(meng)(meng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、中(zhong)(zhong)小(xiao)學、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)體(ti)(ti)驗、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)院校(xiao)；五是(shi)(shi)高(gao)(gao)(gao)(gao)(gao)中(zhong)(zhong)階段學校(xiao)多(duo)(duo)樣(yang)化發(fa)(fa)展(zhan)研(yan)(yan)究(jiu)(jiu)，包(bao)含(han)的(de)關(guan)鍵(jian)詞(ci)為(wei)(wei)綜合(he)高(gao)(gao)(gao)(gao)(gao)中(zhong)(zhong)、日本(ben)、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)高(gao)(gao)(gao)(gao)(gao)中(zhong)(zhong)、中(zhong)(zhong)等職(zhi)(zhi)(zhi)業(ye)(ye)(ye)學校(xiao)、上海市(shi)、普(pu)(pu)(pu)(pu)通(tong)(tong)高(gao)(gao)(gao)(gao)(gao)中(zhong)(zhong)、辦學模式(shi)；六(liu)是(shi)(shi)普(pu)(pu)(pu)(pu)職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)一(yi)體(ti)(ti)化發(fa)(fa)展(zhan)研(yan)(yan)究(jiu)(jiu)，包(bao)含(han)的(de)關(guan)鍵(jian)詞(ci)為(wei)(wei)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)學校(xiao)、教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)一(yi)體(ti)(ti)化、畢業(ye)(ye)(ye)生、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)技術(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、內涵、路徑(jing)。
（四） 社會網絡分析
1.中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)計算。中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)作(zuo)為社會(hui)網絡(luo)分(fen)析的(de)(de)(de)(de)重(zhong)要指(zhi)標之一，表示點(dian)(dian)的(de)(de)(de)(de)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)，常用的(de)(de)(de)(de)有點(dian)(dian)度(du)(du)(du)(du)(du)(du)(du)(du)(du)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)、中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)間中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)和接(jie)近中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)三種。本研究(jiu)主要通(tong)(tong)(tong)(tong)過計算點(dian)(dian)度(du)(du)(du)(du)(du)(du)(du)(du)(du)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)和中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)間中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)來繪制高(gao)頻關(guan)鍵(jian)詞(ci)的(de)(de)(de)(de)共詞(ci)網絡(luo)圖(tu)，其中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)點(dian)(dian)度(du)(du)(du)(du)(du)(du)(du)(du)(du)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)采用多值(zhi)矩(ju)陣計算而(er)來，中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)間中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)采用二值(zhi)矩(ju)陣計算而(er)來。計算結果顯(xian)示，關(guan)鍵(jian)詞(ci)普(pu)(pu)職(zhi)(zhi)融(rong)(rong)通(tong)(tong)(tong)(tong)（162）、普(pu)(pu)通(tong)(tong)(tong)(tong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)（103）、職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)（84）、課程(cheng)（62）、職(zhi)(zhi)業(ye)(ye)(ye)啟(qi)蒙(meng)(meng)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)（44）、高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)階段教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)（38）、普(pu)(pu)通(tong)(tong)(tong)(tong)高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)（36）、現(xian)代職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)體系（28）、綜(zong)合(he)高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)（25）、中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)等(deng)職(zhi)(zhi)業(ye)(ye)(ye)學校(xiao)(xiao)（23）的(de)(de)(de)(de)點(dian)(dian)度(du)(du)(du)(du)(du)(du)(du)(du)(du)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)排(pai)在(zai)(zai)(zai)(zai)前(qian)(qian)10位，說(shuo)明它(ta)們(men)(men)在(zai)(zai)(zai)(zai)該研究(jiu)領域(yu)(yu)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)比較重(zhong)要；關(guan)鍵(jian)詞(ci)普(pu)(pu)職(zhi)(zhi)融(rong)(rong)通(tong)(tong)(tong)(tong)（216.910）、普(pu)(pu)通(tong)(tong)(tong)(tong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)（101.566）、職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)（74.129）、課程(cheng)（61.680）、職(zhi)(zhi)業(ye)(ye)(ye)啟(qi)蒙(meng)(meng)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)（56.537）、普(pu)(pu)通(tong)(tong)(tong)(tong)高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)（43.149）、現(xian)代職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)體系（24.392）、綜(zong)合(he)高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)（20.190）、中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)等(deng)職(zhi)(zhi)業(ye)(ye)(ye)學校(xiao)(xiao)（14.617）、內涵（14.226）的(de)(de)(de)(de)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)間中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)排(pai)在(zai)(zai)(zai)(zai)前(qian)(qian)10位，說(shuo)明它(ta)們(men)(men)在(zai)(zai)(zai)(zai)該研究(jiu)領域(yu)(yu)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)控制程(cheng)度(du)(du)(du)(du)(du)(du)(du)(du)(du)較高(gao)。由此可見，關(guan)鍵(jian)詞(ci)普(pu)(pu)職(zhi)(zhi)融(rong)(rong)通(tong)(tong)(tong)(tong)、普(pu)(pu)通(tong)(tong)(tong)(tong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、課程(cheng)、職(zhi)(zhi)業(ye)(ye)(ye)啟(qi)蒙(meng)(meng)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、普(pu)(pu)通(tong)(tong)(tong)(tong)高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)、現(xian)代職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)體系、綜(zong)合(he)高(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)、中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)等(deng)職(zhi)(zhi)業(ye)(ye)(ye)學校(xiao)(xiao)在(zai)(zai)(zai)(zai)研究(jiu)領域(yu)(yu)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)不僅處(chu)于重(zhong)要的(de)(de)(de)(de)位置，而(er)且(qie)在(zai)(zai)(zai)(zai)研究(jiu)領域(yu)(yu)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)控制程(cheng)度(du)(du)(du)(du)(du)(du)(du)(du)(du)較高(gao)。而(er)關(guan)鍵(jian)詞(ci)路(lu)徑、德國的(de)(de)(de)(de)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)間中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)度(du)(du)(du)(du)(du)(du)(du)(du)(du)為0，說(shuo)明它(ta)們(men)(men)處(chu)在(zai)(zai)(zai)(zai)研究(jiu)網絡(luo)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)心(xin)(xin)(xin)的(de)(de)(de)(de)邊(bian)緣，重(zhong)要性較小。
2.社會(hui)網絡分析。為(wei)了(le)更加清晰、直觀地展現(xian)節點(dian)(dian)中(zhong)心度的(de)情(qing)況，在Ucinet6.0軟件中(zhong)采用Netdraw繪圖工(gong)具繪制高(gao)(gao)(gao)(gao)頻(pin)關鍵(jian)詞的(de)社會(hui)網絡圖。結果發現(xian)，共(gong)詞網絡主要(yao)圍繞“普(pu)職(zhi)(zhi)(zhi)融(rong)(rong)通(tong)(tong)(tong)”“職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)”“普(pu)通(tong)(tong)(tong)教(jiao)(jiao)(jiao)育(yu)”三個(ge)主要(yao)關鍵(jian)詞展開，主要(yao)集中(zhong)于“課程”“普(pu)通(tong)(tong)(tong)高(gao)(gao)(gao)(gao)中(zhong)”“綜合(he)(he)高(gao)(gao)(gao)(gao)中(zhong)”“職(zhi)(zhi)(zhi)業(ye)啟(qi)蒙教(jiao)(jiao)(jiao)育(yu)”“高(gao)(gao)(gao)(gao)中(zhong)階(jie)段教(jiao)(jiao)(jiao)育(yu)”等(deng)方面(mian)。其中(zhong)，圍繞“職(zhi)(zhi)(zhi)業(ye)啟(qi)蒙教(jiao)(jiao)(jiao)育(yu)”形(xing)(xing)(xing)成了(le)職(zhi)(zhi)(zhi)業(ye)啟(qi)蒙教(jiao)(jiao)(jiao)育(yu)相關研究熱(re)(re)點(dian)(dian)，包(bao)括職(zhi)(zhi)(zhi)業(ye)體(ti)驗、勞動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)以(yi)及中(zhong)小學(xue)綜合(he)(he)實踐活(huo)動(dong)(dong)等(deng)內容；圍繞“普(pu)通(tong)(tong)(tong)高(gao)(gao)(gao)(gao)中(zhong)”形(xing)(xing)(xing)成了(le)高(gao)(gao)(gao)(gao)中(zhong)階(jie)段教(jiao)(jiao)(jiao)育(yu)、綜合(he)(he)高(gao)(gao)(gao)(gao)中(zhong)、中(zhong)等(deng)職(zhi)(zhi)(zhi)業(ye)學(xue)校等(deng)領域的(de)普(pu)職(zhi)(zhi)(zhi)融(rong)(rong)通(tong)(tong)(tong)研究熱(re)(re)點(dian)(dian)，可(ke)以(yi)稱為(wei)“高(gao)(gao)(gao)(gao)中(zhong)階(jie)段普(pu)職(zhi)(zhi)(zhi)融(rong)(rong)通(tong)(tong)(tong)”；圍繞“課程”形(xing)(xing)(xing)成了(le)現(xian)代(dai)職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)課程體(ti)系相關研究熱(re)(re)點(dian)(dian)，包(bao)括職(zhi)(zhi)(zhi)業(ye)啟(qi)蒙課程、現(xian)代(dai)職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)體(ti)系下課程架構、高(gao)(gao)(gao)(gao)中(zhong)階(jie)段普(pu)職(zhi)(zhi)(zhi)融(rong)(rong)通(tong)(tong)(tong)課程模式等(deng)內容。
二、研究熱點分析
基于(yu)社會網絡分析，我國普(pu)(pu)職(zhi)(zhi)融通(tong)(tong)領(ling)域的(de)(de)(de)研(yan)究熱點主要聚(ju)焦(jiao)于(yu)職(zhi)(zhi)業啟蒙教育研(yan)究、高中(zhong)(zhong)階段普(pu)(pu)職(zhi)(zhi)融通(tong)(tong)研(yan)究和普(pu)(pu)職(zhi)(zhi)融通(tong)(tong)課程體系研(yan)究三個(ge)(ge)方面(mian)，這與基于(yu)Bicomb2.0軟(ruan)件(jian)提(ti)取的(de)(de)(de)高頻關鍵詞、通(tong)(tong)過中(zhong)(zhong)心(xin)度指標計算得出的(de)(de)(de)高頻關鍵詞以及通(tong)(tong)過聚(ju)類(lei)樹狀圖提(ti)取的(de)(de)(de)六個(ge)(ge)領(ling)域均(jun)具有較高的(de)(de)(de)一致性。因此，本研(yan)究也主要從這三個(ge)(ge)方面(mian)來系統梳理(li)普(pu)(pu)職(zhi)(zhi)融通(tong)(tong)的(de)(de)(de)相關研(yan)究成果。
（一）職業啟蒙教育研究
基(ji)于大職(zhi)教觀的(de)(de)(de)(de)(de)視野，職(zhi)業(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)蒙教育(yu)(yu)(yu)(yu)作為現(xian)代(dai)(dai)職(zhi)業(ye)(ye)(ye)(ye)(ye)教育(yu)(yu)(yu)(yu)體(ti)(ti)系(xi)的(de)(de)(de)(de)(de)根基(ji)已經逐(zhu)步進入人們的(de)(de)(de)(de)(de)視野。職(zhi)業(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)蒙教育(yu)(yu)(yu)(yu)不(bu)僅(jin)僅(jin)是現(xian)代(dai)(dai)職(zhi)業(ye)(ye)(ye)(ye)(ye)教育(yu)(yu)(yu)(yu)體(ti)(ti)系(xi)的(de)(de)(de)(de)(de)重(zhong)要組成部分(fen)，還對(dui)中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)職(zhi)業(ye)(ye)(ye)(ye)(ye)認(ren)知、職(zhi)業(ye)(ye)(ye)(ye)(ye)規(gui)劃以(yi)及職(zhi)業(ye)(ye)(ye)(ye)(ye)認(ren)同(tong)有著(zhu)重(zhong)要的(de)(de)(de)(de)(de)基(ji)礎性(xing)作用。2009年(nian)上海教育(yu)(yu)(yu)(yu)局在上海普陀區成立(li)了職(zhi)業(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)蒙教育(yu)(yu)(yu)(yu)活動基(ji)地，四(si)年(nian)間(jian)取(qu)得了卓越的(de)(de)(de)(de)(de)效果，學(xue)(xue)生(sheng)在輕(qing)松愉(yu)快的(de)(de)(de)(de)(de)氛圍中(zhong)(zhong)(zhong)“看(kan)、學(xue)(xue)、做”，感受職(zhi)業(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)(de)(de)魅力，樹立(li)正確(que)(que)的(de)(de)(de)(de)(de)職(zhi)業(ye)(ye)(ye)(ye)(ye)認(ren)知，思考自(zi)己的(de)(de)(de)(de)(de)職(zhi)業(ye)(ye)(ye)(ye)(ye)生(sheng)涯。上海市關(guan)于職(zhi)業(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)蒙教育(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)領(ling)頭工(gong)作使得國家(jia)開(kai)(kai)始重(zhong)視中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)職(zhi)業(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)蒙教育(yu)(yu)(yu)(yu)，不(bu)僅(jin)僅(jin)鼓勵中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)開(kai)(kai)展(zhan)職(zhi)業(ye)(ye)(ye)(ye)(ye)體(ti)(ti)驗課(ke)程(cheng)(cheng)，還鼓勵中(zhong)(zhong)(zhong)職(zhi)學(xue)(xue)校和中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)聯合起來，有效貫徹落(luo)實職(zhi)業(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)蒙教育(yu)(yu)(yu)(yu)。2017年(nian)，《國家(jia)教育(yu)(yu)(yu)(yu)事業(ye)(ye)(ye)(ye)(ye)發展(zhan)“十(shi)三(san)五”規(gui)劃》就已經明(ming)確(que)(que)指(zhi)出在基(ji)礎教育(yu)(yu)(yu)(yu)階(jie)段開(kai)(kai)展(zhan)職(zhi)業(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)蒙教育(yu)(yu)(yu)(yu)。2019年(nian)，國務院印發的(de)(de)(de)(de)(de)《國家(jia)職(zhi)業(ye)(ye)(ye)(ye)(ye)教育(yu)(yu)(yu)(yu)改革實施方(fang)案》《關(guan)于深(shen)化教育(yu)(yu)(yu)(yu)教學(xue)(xue)改革全(quan)面(mian)提高義務教育(yu)(yu)(yu)(yu)質(zhi)量的(de)(de)(de)(de)(de)意見(jian)》以(yi)及2020年(nian)的(de)(de)(de)(de)(de)《關(guan)于全(quan)面(mian)加強新時(shi)代(dai)(dai)大中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)勞動教育(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)意見(jian)》中(zhong)(zhong)(zhong)都(dou)指(zhi)出將勞動教育(yu)(yu)(yu)(yu)融(rong)入中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)課(ke)程(cheng)(cheng)，在中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)階(jie)段開(kai)(kai)展(zhan)職(zhi)業(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)蒙或職(zhi)業(ye)(ye)(ye)(ye)(ye)體(ti)(ti)驗教育(yu)(yu)(yu)(yu)，引導中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)生(sheng)樹立(li)正確(que)(que)的(de)(de)(de)(de)(de)職(zhi)業(ye)(ye)(ye)(ye)(ye)觀，形成良好的(de)(de)(de)(de)(de)職(zhi)業(ye)(ye)(ye)(ye)(ye)認(ren)同(tong)，思考職(zhi)業(ye)(ye)(ye)(ye)(ye)規(gui)劃。由上可見(jian)，國家(jia)近年(nian)來對(dui)職(zhi)業(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)蒙教育(yu)(yu)(yu)(yu)十(shi)分(fen)重(zhong)視。
為(wei)(wei)了響(xiang)應國(guo)(guo)家(jia)的(de)(de)(de)(de)政(zheng)策(ce)號召，學者們扎根(gen)于職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)研究，不斷推(tui)(tui)動職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)向縱深發(fa)展。有(you)(you)(you)學者基(ji)于“家(jia)族(zu)相似性”理(li)論視角研究了建(jian)(jian)(jian)黨百(bai)年我(wo)(wo)國(guo)(guo)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)歷(li)史(shi)演(yan)進(jin)(jin)和(he)(he)現(xian)代(dai)啟(qi)(qi)(qi)(qi)(qi)(qi)示，吳楠(nan)指出(chu)(chu)經(jing)過(guo)百(bai)年文化傳(chuan)承與(yu)發(fa)展，職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)發(fa)展方(fang)(fang)(fang)(fang)向已(yi)經(jing)明了，在(zai)認(ren)(ren)知(zhi)方(fang)(fang)(fang)(fang)面(mian)以及(ji)實踐探索(suo)(suo)方(fang)(fang)(fang)(fang)面(mian)均顯示出(chu)(chu)對(dui)我(wo)(wo)國(guo)(guo)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)體系(xi)(xi)建(jian)(jian)(jian)設的(de)(de)(de)(de)重要(yao)(yao)推(tui)(tui)動作用(yong)。有(you)(you)(you)學者對(dui)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)內(nei)涵與(yu)價(jia)值(zhi)(zhi)進(jin)(jin)行闡(chan)釋，陳(chen)鵬(peng)通(tong)過(guo)對(dui)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)詞源(yuan)的(de)(de)(de)(de)追溯(su)提(ti)出(chu)(chu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)是對(dui)兒童(tong)實施的(de)(de)(de)(de)關于神圣(sheng)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)(de)入門教(jiao)(jiao)(jiao)育(yu)(yu)，幫助兒童(tong)獲得基(ji)本認(ren)(ren)知(zhi)，樹立正確的(de)(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)觀；劉(liu)曉認(ren)(ren)為(wei)(wei)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)旨在(zai)幫助個(ge)(ge)體探索(suo)(suo)自我(wo)(wo)與(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)(de)關系(xi)(xi)，改善(shan)個(ge)(ge)體與(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)關系(xi)(xi)的(de)(de)(de)(de)發(fa)展，促進(jin)(jin)個(ge)(ge)體職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)生涯發(fa)展。有(you)(you)(you)學者探討了職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)價(jia)值(zhi)(zhi)，陳(chen)鵬(peng)從(cong)政(zheng)治(zhi)、教(jiao)(jiao)(jiao)育(yu)(yu)以及(ji)個(ge)(ge)體價(jia)值(zhi)(zhi)三個(ge)(ge)方(fang)(fang)(fang)(fang)面(mian)闡(chan)述職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)價(jia)值(zhi)(zhi)意(yi)蘊；劉(liu)慧娟在(zai)此基(ji)礎上認(ren)(ren)為(wei)(wei)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)還(huan)具有(you)(you)(you)經(jing)濟、社會和(he)(he)發(fa)展等(deng)價(jia)值(zhi)(zhi)。有(you)(you)(you)學者指出(chu)(chu)當前我(wo)(wo)國(guo)(guo)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)困境以及(ji)解決路(lu)徑，李(li)彥(yan)儒、劉(liu)慧娟、邵(shao)文琪等(deng)提(ti)出(chu)(chu)當前我(wo)(wo)國(guo)(guo)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)困境主要(yao)(yao)有(you)(you)(you)理(li)念(nian)認(ren)(ren)知(zhi)存在(zai)偏差、內(nei)部動力缺乏、體系(xi)(xi)和(he)(he)保障不完(wan)善(shan)等(deng)，并從(cong)理(li)念(nian)傳(chuan)達(da)、機(ji)制建(jian)(jian)(jian)設以及(ji)保障制度等(deng)方(fang)(fang)(fang)(fang)面(mian)提(ti)出(chu)(chu)相應的(de)(de)(de)(de)解決策(ce)略。也有(you)(you)(you)的(de)(de)(de)(de)學者致力于職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)課(ke)(ke)程(cheng)開發(fa)，劉(liu)海霞提(ti)倡借(jie)助互聯網(wang)技(ji)術，打破職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)時間以及(ji)空間上的(de)(de)(de)(de)壁壘，推(tui)(tui)進(jin)(jin)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)課(ke)(ke)程(cheng)建(jian)(jian)(jian)設創新；梁(liang)晨從(cong)政(zheng)策(ce)、社會資源(yuan)以及(ji)家(jia)庭啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)三個(ge)(ge)層面(mian)推(tui)(tui)進(jin)(jin)建(jian)(jian)(jian)設職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)課(ke)(ke)程(cheng)體系(xi)(xi)，實現(xian)學生的(de)(de)(de)(de)全(quan)面(mian)成長。由此可(ke)見，職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)啟(qi)(qi)(qi)(qi)(qi)(qi)蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)方(fang)(fang)(fang)(fang)面(mian)的(de)(de)(de)(de)研究已(yi)然成為(wei)(wei)研究熱點。
職(zhi)業(ye)啟(qi)(qi)蒙(meng)教育(yu)是(shi)開啟(qi)(qi)個體生(sheng)(sheng)涯發展的(de)扳手，良好的(de)職(zhi)業(ye)啟(qi)(qi)蒙(meng)是(shi)學(xue)生(sheng)(sheng)適應(ying)社會的(de)基礎(chu)，因此(ci)，其對個體生(sheng)(sheng)涯發展起(qi)著至(zhi)關重要的(de)作用。部分學(xue)者通過調查發現，部分中小學(xue)階(jie)段(duan)的(de)職(zhi)業(ye)啟(qi)(qi)蒙(meng)教育(yu)仍然(ran)處于空缺狀態，中小學(xue)生(sheng)(sheng)的(de)職(zhi)業(ye)意識不強、職(zhi)業(ye)認(ren)知模糊，從而(er)導致小學(xue)職(zhi)業(ye)生(sheng)(sheng)涯發展狀態不理想。因此(ci)，發展職(zhi)業(ye)啟(qi)(qi)蒙(meng)教育(yu)變得急切與緊(jin)迫。
（二）高中階段普職融通研究
我(wo)國(guo)高(gao)(gao)(gao)(gao)中(zhong)(zhong)階段(duan)教育已(yi)經(jing)進入普(pu)(pu)(pu)及(ji)(ji)(ji)化(hua)階段(duan)，但由(you)于仍然存在著高(gao)(gao)(gao)(gao)中(zhong)(zhong)階段(duan)教育職(zhi)(zhi)(zhi)普(pu)(pu)(pu)分(fen)界明(ming)顯、考(kao)試(shi)(shi)制(zhi)度單一以(yi)及(ji)(ji)(ji)家長“唯分(fen)數(shu)論(lun)”的(de)(de)(de)理念等(deng)(deng)困(kun)境，學生的(de)(de)(de)多樣(yang)化(hua)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)以(yi)及(ji)(ji)(ji)高(gao)(gao)(gao)(gao)質量發(fa)(fa)(fa)展(zhan)(zhan)(zhan)長期受到制(zhi)約。石中(zhong)(zhong)英教授指出(chu)(chu)：“高(gao)(gao)(gao)(gao)中(zhong)(zhong)進入普(pu)(pu)(pu)及(ji)(ji)(ji)階段(duan)，學生的(de)(de)(de)需求、興(xing)趣都會更加多樣(yang)，所以(yi)目(mu)前高(gao)(gao)(gao)(gao)中(zhong)(zhong)教育亟(ji)待解決辦(ban)(ban)(ban)學特(te)色和多樣(yang)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)問題。”學者(zhe)們為(wei)促進高(gao)(gao)(gao)(gao)中(zhong)(zhong)階段(duan)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融通(tong)(tong)也(ye)提出(chu)(chu)相應(ying)對策，尤其是建議試(shi)(shi)點(dian)開辦(ban)(ban)(ban)綜(zong)合(he)(he)高(gao)(gao)(gao)(gao)中(zhong)(zhong)。綜(zong)合(he)(he)高(gao)(gao)(gao)(gao)中(zhong)(zhong)作(zuo)為(wei)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融通(tong)(tong)的(de)(de)(de)重要著力點(dian)，具有(you)優化(hua)職(zhi)(zhi)(zhi)業教育類型定位、強化(hua)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)深度融合(he)(he)、助力學生全(quan)面(mian)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)的(de)(de)(de)價值意蘊。劉麗群提出(chu)(chu)由(you)于綜(zong)合(he)(he)高(gao)(gao)(gao)(gao)中(zhong)(zhong)本(ben)身所具備的(de)(de)(de)爭(zheng)議以(yi)及(ji)(ji)(ji)我(wo)國(guo)本(ben)土內部條件(jian)的(de)(de)(de)缺乏，從而導致(zhi)綜(zong)合(he)(he)高(gao)(gao)(gao)(gao)中(zhong)(zhong)在我(wo)國(guo)不適宜大規(gui)模舉辦(ban)(ban)(ban)。2021年，中(zhong)(zhong)共(gong)中(zhong)(zhong)央辦(ban)(ban)(ban)公(gong)廳(ting) 國(guo)務(wu)院(yuan)辦(ban)(ban)(ban)公(gong)廳(ting)印發(fa)(fa)(fa)的(de)(de)(de)《關于推動現代職(zhi)(zhi)(zhi)業教育高(gao)(gao)(gao)(gao)質量發(fa)(fa)(fa)展(zhan)(zhan)(zhan)的(de)(de)(de)意見(jian)》中(zhong)(zhong)明(ming)確(que)指出(chu)(chu)探(tan)索建設我(wo)國(guo)特(te)色綜(zong)合(he)(he)高(gao)(gao)(gao)(gao)中(zhong)(zhong)的(de)(de)(de)必要性。由(you)此可見(jian)，高(gao)(gao)(gao)(gao)中(zhong)(zhong)階段(duan)普(pu)(pu)(pu)通(tong)(tong)教育與職(zhi)(zhi)(zhi)業教育的(de)(de)(de)相互溝(gou)通(tong)(tong)，是我(wo)國(guo)當前高(gao)(gao)(gao)(gao)中(zhong)(zhong)階段(duan)教育改革(ge)尤其是高(gao)(gao)(gao)(gao)中(zhong)(zhong)階段(duan)教育普(pu)(pu)(pu)及(ji)(ji)(ji)的(de)(de)(de)當然之舉。目(mu)前，高(gao)(gao)(gao)(gao)中(zhong)(zhong)階段(duan)協調(diao)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)已(yi)經(jing)成為(wei)主流(liu)發(fa)(fa)(fa)展(zhan)(zhan)(zhan)觀，我(wo)國(guo)研究(jiu)者(zhe)在高(gao)(gao)(gao)(gao)中(zhong)(zhong)階段(duan)教育方面(mian)的(de)(de)(de)研究(jiu)成果也(ye)十(shi)分(fen)豐富，主要集中(zhong)(zhong)于高(gao)(gao)(gao)(gao)中(zhong)(zhong)階段(duan)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融通(tong)(tong)的(de)(de)(de)現狀及(ji)(ji)(ji)困(kun)境、實施路(lu)徑以(yi)及(ji)(ji)(ji)國(guo)外(wai)綜(zong)合(he)(he)高(gao)(gao)(gao)(gao)中(zhong)(zhong)辦(ban)(ban)(ban)學模式的(de)(de)(de)啟示等(deng)(deng)方面(mian)。
在(zai)對美國(guo)(guo)高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)階(jie)(jie)(jie)段(duan)(duan)(duan)(duan)單軌(gui)(gui)互通(tong)(tong)(tong)(tong)(tong)模(mo)(mo)(mo)式(shi)、德國(guo)(guo)企業(ye)主導的(de)(de)(de)雙軌(gui)(gui)互通(tong)(tong)(tong)(tong)(tong)模(mo)(mo)(mo)式(shi)、芬蘭(lan)政(zheng)(zheng)府主導的(de)(de)(de)雙軌(gui)(gui)互通(tong)(tong)(tong)(tong)(tong)模(mo)(mo)(mo)式(shi)、日(ri)本多元整(zheng)合(he)模(mo)(mo)(mo)式(shi)以及(ji)英國(guo)(guo)二元制(zhi)(zhi)到一(yi)(yi)元制(zhi)(zhi)的(de)(de)(de)普(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)模(mo)(mo)(mo)式(shi)進行研究(jiu)后，研究(jiu)者們(men)一(yi)(yi)直在(zai)探索適合(he)我(wo)(wo)國(guo)(guo)國(guo)(guo)情發展的(de)(de)(de)高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)階(jie)(jie)(jie)段(duan)(duan)(duan)(duan)普(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)模(mo)(mo)(mo)式(shi)的(de)(de)(de)研究(jiu)。劉(liu)麗群提(ti)出我(wo)(wo)國(guo)(guo)高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)階(jie)(jie)(jie)段(duan)(duan)(duan)(duan)普(pu)(pu)職(zhi)(zhi)(zhi)溝(gou)通(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)三(san)種(zhong)模(mo)(mo)(mo)式(shi)：校內課程(cheng)滲透(tou)模(mo)(mo)(mo)式(shi)、校際(ji)合(he)作模(mo)(mo)(mo)式(shi)、綜(zong)合(he)高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)模(mo)(mo)(mo)式(shi)；楊(yang)立新(xin)提(ti)出普(pu)(pu)通(tong)(tong)(tong)(tong)(tong)高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)“三(san)維一(yi)(yi)體(ti)”的(de)(de)(de)普(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)育人模(mo)(mo)(mo)式(shi)，從(cong)(cong)學(xue)生的(de)(de)(de)基(ji)礎、興趣以及(ji)特長(chang)三(san)個方(fang)(fang)面制(zhi)(zhi)定(ding)教(jiao)(jiao)學(xue)目(mu)標(biao)和課程(cheng)體(ti)系。但是，目(mu)前我(wo)(wo)國(guo)(guo)仍然(ran)存在(zai)普(pu)(pu)職(zhi)(zhi)(zhi)不(bu)等值以及(ji)考核體(ti)系不(bu)完(wan)善等問(wen)題，從(cong)(cong)而導致高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)階(jie)(jie)(jie)段(duan)(duan)(duan)(duan)實施普(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)仍然(ran)存在(zai)諸多障礙(ai)。基(ji)于此(ci)，為(wei)了更好推(tui)進高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)階(jie)(jie)(jie)段(duan)(duan)(duan)(duan)普(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)體(ti)系建(jian)設(she)，學(xue)者提(ti)出深入推(tui)進高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)階(jie)(jie)(jie)段(duan)(duan)(duan)(duan)普(pu)(pu)職(zhi)(zhi)(zhi)溝(gou)通(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)相關建(jian)議。徐曄針對高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)階(jie)(jie)(jie)段(duan)(duan)(duan)(duan)普(pu)(pu)及(ji)化(hua)的(de)(de)(de)短板，從(cong)(cong)高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)階(jie)(jie)(jie)段(duan)(duan)(duan)(duan)理念發展、功能定(ding)位以及(ji)路徑探究(jiu)三(san)個層面提(ti)出相應政(zheng)(zheng)策；呂(lv)杰昕通(tong)(tong)(tong)(tong)(tong)過對英國(guo)(guo)普(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)背景以及(ji)機制(zhi)(zhi)的(de)(de)(de)研究(jiu)后從(cong)(cong)國(guo)(guo)家政(zheng)(zheng)策、學(xue)校教(jiao)(jiao)育體(ti)系以及(ji)成(cheng)果(guo)轉換三(san)個方(fang)(fang)面提(ti)出相關建(jian)議；常寶寧從(cong)(cong)機制(zhi)(zhi)、模(mo)(mo)(mo)式(shi)、觀(guan)念三(san)個方(fang)(fang)面提(ti)出有效(xiao)規避高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)階(jie)(jie)(jie)段(duan)(duan)(duan)(duan)普(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)改(gai)革風險的(de)(de)(de)建(jian)議。由此(ci)可見，高(gao)(gao)(gao)中(zhong)(zhong)(zhong)(zhong)階(jie)(jie)(jie)段(duan)(duan)(duan)(duan)實行普(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)(tong)(tong)的(de)(de)(de)模(mo)(mo)(mo)式(shi)已然(ran)成(cheng)為(wei)一(yi)(yi)種(zhong)趨勢。
隨(sui)著(zhu)時代的(de)(de)(de)(de)發展(zhan)，越來越多的(de)(de)(de)(de)國家開始(shi)重視(shi)普通高(gao)中階(jie)(jie)段融入職(zhi)業教育(yu)課程(cheng)，且高(gao)中正是學(xue)生(sheng)(sheng)人生(sheng)(sheng)觀(guan)、價值(zhi)觀(guan)以(yi)(yi)及世界觀(guan)發展(zhan)的(de)(de)(de)(de)重要時期(qi)，在高(gao)中階(jie)(jie)段實施普職(zhi)融通發展(zhan)模式(shi)，更加(jia)有利于學(xue)生(sheng)(sheng)加(jia)深對自己的(de)(de)(de)(de)認知(zhi)，對未來的(de)(de)(de)(de)職(zhi)業生(sheng)(sheng)涯(ya)(ya)有一個良好的(de)(de)(de)(de)規劃。縱觀(guan)全球(qiu)職(zhi)業教育(yu)發展(zhan)態勢可以(yi)(yi)發現，世界各(ge)國的(de)(de)(de)(de)教育(yu)都在向生(sheng)(sheng)涯(ya)(ya)教育(yu)的(de)(de)(de)(de)方向發展(zhan)，我(wo)國培養單一的(de)(de)(de)(de)技(ji)能(neng)型人才(cai)或學(xue)術型人才(cai)已經(jing)不合時宜。因(yin)此，新時代下的(de)(de)(de)(de)高(gao)中應該(gai)多元化發展(zhan)，滿足學(xue)生(sheng)(sheng)多樣化的(de)(de)(de)(de)價值(zhi)需求(qiu)，兼顧升學(xue)與(yu)就業，架(jia)起教育(yu)四通八達的(de)(de)(de)(de)“立交(jiao)橋”。
（三）普職融通課程體系建設研究
在(zai)“合縱連橫”的(de)(de)(de)現(xian)代(dai)職(zhi)(zhi)業(ye)教育(yu)(yu)(yu)體(ti)系(xi)(xi)(xi)中(zhong)，普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)是整個體(ti)系(xi)(xi)(xi)建設中(zhong)的(de)(de)(de)重(zhong)要(yao)維(wei)度。有(you)學者(zhe)提出(chu)，要(yao)從深(shen)層次提升職(zhi)(zhi)業(ye)教育(yu)(yu)(yu)的(de)(de)(de)地位，真正建立起現(xian)代(dai)職(zhi)(zhi)業(ye)教育(yu)(yu)(yu)體(ti)系(xi)(xi)(xi)，走“普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)”的(de)(de)(de)職(zhi)(zhi)業(ye)教育(yu)(yu)(yu)體(ti)系(xi)(xi)(xi)建構之(zhi)路才是一種重(zhong)要(yao)選擇(ze)，“普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)”是完善(shan)現(xian)代(dai)教育(yu)(yu)(yu)體(ti)系(xi)(xi)(xi)、真正搭建人才成長“立交橋”的(de)(de)(de)關(guan)鍵一步。在(zai)此基(ji)礎(chu)之(zhi)上，課程(cheng)(cheng)融(rong)通(tong)又是普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)的(de)(de)(de)核心載體(ti)與(yu)重(zhong)要(yao)內容。就目(mu)前的(de)(de)(de)研(yan)究(jiu)成果來看，鮮(xian)有(you)研(yan)究(jiu)者(zhe)對普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)課程(cheng)(cheng)體(ti)系(xi)(xi)(xi)進行專門(men)而深(shen)入(ru)的(de)(de)(de)研(yan)究(jiu)，大部分關(guan)于(yu)普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)課程(cheng)(cheng)的(de)(de)(de)研(yan)究(jiu)滲透(tou)在(zai)普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)路徑(jing)研(yan)究(jiu)中(zhong)，主要(yao)聚(ju)焦于(yu)國外的(de)(de)(de)課程(cheng)(cheng)模式引介、普(pu)(pu)(pu)職(zhi)(zhi)融(rong)通(tong)課程(cheng)(cheng)初步建構、職(zhi)(zhi)業(ye)啟(qi)蒙教育(yu)(yu)(yu)課程(cheng)(cheng)探索等方面。
任平對(dui)(dui)(dui)德國(guo)(guo)勞作學(xue)(xue)校(xiao)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)、李(li)鈺對(dui)(dui)(dui)美國(guo)(guo)內(nei)珀維爾北部高(gao)中CTE課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)以及(ji)辛欣對(dui)(dui)(dui)英國(guo)(guo)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)模(mo)式(shi)進行研究(jiu)后(hou)，通(tong)(tong)(tong)過分(fen)析其價(jia)值嬗變、實(shi)施概(gai)(gai)況以及(ji)主要特征，從目(mu)標、機制、實(shi)施模(mo)式(shi)以及(ji)師資等方(fang)(fang)面對(dui)(dui)(dui)我國(guo)(guo)的(de)(de)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)體(ti)(ti)(ti)(ti)系(xi)建設(she)提(ti)出(chu)(chu)建議。隨(sui)著時(shi)代的(de)(de)發(fa)展，目(mu)前我國(guo)(guo)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)體(ti)(ti)(ti)(ti)系(xi)仍(reng)然存(cun)在(zai)著困境(jing)。趙蒙成(cheng)從全人(ren)教育視角分(fen)析普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)價(jia)值定位(wei)與(yu)實(shi)施路徑，指出(chu)(chu)我國(guo)(guo)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)體(ti)(ti)(ti)(ti)系(xi)存(cun)在(zai)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)目(mu)標不(bu)明確、課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)結構不(bu)融(rong)合(he)、缺少心理學(xue)(xue)等學(xue)(xue)科的(de)(de)指導以及(ji)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)內(nei)容(rong)簡單(dan)等問題。基于(yu)此，不(bu)少學(xue)(xue)者(zhe)提(ti)出(chu)(chu)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)體(ti)(ti)(ti)(ti)系(xi)建構的(de)(de)實(shi)施路徑，劉茂祥(xiang)以高(gao)中階段核心素(su)養(yang)為突破口(kou)，對(dui)(dui)(dui)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)進行互通(tong)(tong)(tong)及(ji)統整(zheng)，促進學(xue)(xue)生核心素(su)養(yang)的(de)(de)發(fa)展以及(ji)高(gao)中階段普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)；許譯(yi)心從升學(xue)(xue)與(yu)就業、文化課(ke)(ke)(ke)(ke)(ke)與(yu)校(xiao)本(ben)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)等幾個相關概(gai)(gai)念(nian)理性分(fen)析浙江(jiang)省中等職(zhi)(zhi)(zhi)業學(xue)(xue)校(xiao)的(de)(de)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)改革(ge)，并提(ti)供初步改革(ge)方(fang)(fang)案(an)。雖(sui)然關于(yu)普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)改革(ge)的(de)(de)專門研究(jiu)相對(dui)(dui)(dui)較少，但是(shi)研究(jiu)者(zhe)們將課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)體(ti)(ti)(ti)(ti)系(xi)改革(ge)融(rong)入整(zheng)個現(xian)代職(zhi)(zhi)(zhi)業教育體(ti)(ti)(ti)(ti)系(xi)的(de)(de)建設(she)研究(jiu)中。由此可見(jian)，普(pu)(pu)(pu)職(zhi)(zhi)(zhi)融(rong)通(tong)(tong)(tong)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)體(ti)(ti)(ti)(ti)系(xi)建設(she)研究(jiu)不(bu)僅僅是(shi)研究(jiu)熱點，也是(shi)未來研究(jiu)的(de)(de)一個重要潛在(zai)方(fang)(fang)向。
在(zai)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)啟(qi)蒙課程(cheng)(cheng)(cheng)探索方面，陳鵬、李(li)蕾等提(ti)(ti)出(chu)依(yi)托現有(you)學(xue)(xue)(xue)科課程(cheng)(cheng)(cheng)，強化職(zhi)(zhi)(zhi)業(ye)(ye)(ye)啟(qi)蒙要素的(de)滲透。基于(yu)此(ci)，陳鵬還(huan)提(ti)(ti)出(chu)以(yi)活動課程(cheng)(cheng)(cheng)為(wei)契機(ji)，強化職(zhi)(zhi)(zhi)業(ye)(ye)(ye)啟(qi)蒙教育(yu)(yu)；梁晨指出(chu)學(xue)(xue)(xue)校(xiao)為(wei)做好職(zhi)(zhi)(zhi)業(ye)(ye)(ye)啟(qi)蒙教育(yu)(yu)的(de)“保護網(wang)”，應積極開(kai)展校(xiao)外(wai)學(xue)(xue)(xue)習(xi)以(yi)及實踐課程(cheng)(cheng)(cheng)，靈活結構體制(zhi)；劉曉指出(chu)中(zhong)小學(xue)(xue)(xue)校(xiao)內場地有(you)限，難以(yi)滿(man)(man)足全體學(xue)(xue)(xue)生(sheng)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)啟(qi)蒙教育(yu)(yu)的(de)需求，應與校(xiao)外(wai)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)機(ji)構聯合開(kai)展職(zhi)(zhi)(zhi)業(ye)(ye)(ye)啟(qi)蒙課程(cheng)(cheng)(cheng)，為(wei)學(xue)(xue)(xue)生(sheng)提(ti)(ti)供職(zhi)(zhi)(zhi)業(ye)(ye)(ye)陶冶和職(zhi)(zhi)(zhi)業(ye)(ye)(ye)探索的(de)平臺。除此(ci)以(yi)外(wai)，韓(han)聯在(zai)倡導規(gui)范職(zhi)(zhi)(zhi)業(ye)(ye)(ye)體驗(yan)課程(cheng)(cheng)(cheng)建設的(de)同時，還(huan)提(ti)(ti)出(chu)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)體驗(yan)課程(cheng)(cheng)(cheng)開(kai)發需滿(man)(man)足系統性(xing)原則、適應性(xing)原則以(yi)及過程(cheng)(cheng)(cheng)性(xing)原則，為(wei)中(zhong)小學(xue)(xue)(xue)開(kai)展特色(se)的(de)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)啟(qi)蒙課程(cheng)(cheng)(cheng)奠定基礎。
整體(ti)上，雖然關(guan)于(yu)普(pu)職融(rong)通(tong)課程改革的(de)(de)研(yan)究(jiu)較少且研(yan)究(jiu)主體(ti)不清晰，但這并不影(ying)響(xiang)研(yan)究(jiu)者對于(yu)課程研(yan)究(jiu)的(de)(de)熱情。在未來，普(pu)職融(rong)通(tong)課程體(ti)系(xi)研(yan)究(jiu)不僅(jin)僅(jin)是熱門主題，還具有非常大的(de)(de)研(yan)究(jiu)潛力。
三、普職融通研究的未來發展態勢
（一）加強職業啟蒙教育研究，夯實普職融通的根基
作(zuo)為現代(dai)(dai)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)生(sheng)(sheng)(sheng)涯教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)體(ti)(ti)系的(de)(de)(de)固本之基(ji)，職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)啟蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)對于(yu)中(zhong)(zhong)小(xiao)學(xue)生(sheng)(sheng)(sheng)具有認(ren)識(shi)(shi)、探索以及刻畫“自畫像(xiang)”等作(zuo)用，對于(yu)中(zhong)(zhong)小(xiao)學(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)生(sheng)(sheng)(sheng)涯發(fa)展具有重大意義。2021年印發(fa)的(de)(de)(de)《關于(yu)推(tui)動(dong)現代(dai)(dai)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)高(gao)質量發(fa)展的(de)(de)(de)意見》強調：“加強各學(xue)段(duan)普通(tong)(tong)(tong)(tong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)與(yu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)滲(shen)透融(rong)通(tong)(tong)(tong)(tong)，在(zai)(zai)普通(tong)(tong)(tong)(tong)中(zhong)(zhong)小(xiao)學(xue)實施職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)啟蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，培養掌(zhang)握技能(neng)(neng)的(de)(de)(de)興趣愛好和(he)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)生(sheng)(sheng)(sheng)涯規(gui)劃的(de)(de)(de)意識(shi)(shi)能(neng)(neng)力(li)。”2022年新修訂的(de)(de)(de)《中(zhong)(zhong)華(hua)人(ren)民共和(he)國職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)法》指出：“應當(dang)鼓勵和(he)支持普通(tong)(tong)(tong)(tong)中(zhong)(zhong)小(xiao)學(xue)、普通(tong)(tong)(tong)(tong)高(gao)等學(xue)校……進行職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)啟蒙(meng)(meng)(meng)(meng)、職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)認(ren)知、職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)體(ti)(ti)驗，開展職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)規(gui)劃指導(dao)、勞動(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)。”國家在(zai)(zai)政策層面大力(li)推(tui)行職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)啟蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，但是我國職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)啟蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)實踐仍(reng)然存在(zai)(zai)一些問題(ti)，如職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)體(ti)(ti)驗資(zi)源(yuan)分(fen)配(pei)不均導(dao)致邊疆地區(qu)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)體(ti)(ti)驗資(zi)源(yuan)缺(que)乏(fa)、家長“唯分(fen)數論”以及對職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)啟蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)認(ren)可程度不高(gao)；有學(xue)者(zhe)用精練的(de)(de)(de)語(yu)言總結了我國職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)啟蒙(meng)(meng)(meng)(meng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)困(kun)境如下：高(gao)度同質的(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)理想、界(jie)限(xian)模(mo)糊的(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)認(ren)知、困(kun)惑缺(que)位的(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)規(gui)劃、猶豫(yu)不決(jue)的(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)信(xin)念。
諸多重大政策文(wen)本進一步(bu)提升了(le)職(zhi)業(ye)啟(qi)(qi)蒙(meng)(meng)教育(yu)(yu)的地位(wei)，但大眾(zhong)對(dui)于職(zhi)業(ye)啟(qi)(qi)蒙(meng)(meng)教育(yu)(yu)的認識還有待(dai)提高，對(dui)于職(zhi)業(ye)啟(qi)(qi)蒙(meng)(meng)教育(yu)(yu)的熱情(qing)還有待(dai)進一步(bu)激發和挖掘。因此，職(zhi)業(ye)啟(qi)(qi)蒙(meng)(meng)教育(yu)(yu)作為普職(zhi)融通的具體路(lu)徑(jing)，發展之路(lu)仍然任重道遠(yuan)，還需(xu)要研究者從職(zhi)業(ye)啟(qi)(qi)蒙(meng)(meng)教育(yu)(yu)在現代(dai)職(zhi)業(ye)教育(yu)(yu)體系中的地位(wei)、職(zhi)業(ye)啟(qi)(qi)蒙(meng)(meng)教育(yu)(yu)系統性課程體系構建以及職(zhi)業(ye)啟(qi)(qi)蒙(meng)(meng)教育(yu)(yu)實施的協同機制方面進行更(geng)加深入的挖掘，為普通教育(yu)(yu)與(yu)職(zhi)業(ye)教育(yu)(yu)相互融合提供堅實的理論基礎(chu)。
（二）高度重視高中階段普職融通研究，架起教育四通八達的立交橋
黨的(de)(de)(de)(de)二十(shi)大報(bao)(bao)告中(zhong)(zhong)(zhong)(zhong)(zhong)指(zhi)出：“堅持高(gao)(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)階(jie)(jie)段學(xue)(xue)(xue)校多(duo)(duo)(duo)(duo)(duo)(duo)樣化(hua)發(fa)(fa)(fa)展(zhan)。”相比于2010年發(fa)(fa)(fa)布的(de)(de)(de)(de)《國(guo)家中(zhong)(zhong)(zhong)(zhong)(zhong)長期(qi)教育改(gai)革和發(fa)(fa)(fa)展(zhan)規(gui)劃綱要(yao)（2010—2020年）》中(zhong)(zhong)(zhong)(zhong)(zhong)“推動普(pu)(pu)通(tong)高(gao)(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)多(duo)(duo)(duo)(duo)(duo)(duo)樣化(hua)發(fa)(fa)(fa)展(zhan)”，二十(shi)大報(bao)(bao)告中(zhong)(zhong)(zhong)(zhong)(zhong)提出的(de)(de)(de)(de)“堅持高(gao)(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)階(jie)(jie)段學(xue)(xue)(xue)校多(duo)(duo)(duo)(duo)(duo)(duo)樣化(hua)發(fa)(fa)(fa)展(zhan)”更(geng)富有深意(yi)，其希望以(yi)整體高(gao)(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)教育的(de)(de)(de)(de)多(duo)(duo)(duo)(duo)(duo)(duo)樣化(hua)，提升普(pu)(pu)通(tong)高(gao)(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)教育與中(zhong)(zhong)(zhong)(zhong)(zhong)等職業(ye)教育的(de)(de)(de)(de)質量，為不(bu)(bu)同稟賦(fu)的(de)(de)(de)(de)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)多(duo)(duo)(duo)(duo)(duo)(duo)樣化(hua)成長成才鋪(pu)架(jia)立(li)(li)交橋，給學(xue)(xue)(xue)生(sheng)(sheng)(sheng)多(duo)(duo)(duo)(duo)(duo)(duo)次選(xuan)(xuan)擇(ze)的(de)(de)(de)(de)機會，解決普(pu)(pu)職分(fen)(fen)流問題(ti)，推進普(pu)(pu)職融合發(fa)(fa)(fa)展(zhan)。高(gao)(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)階(jie)(jie)段是學(xue)(xue)(xue)生(sheng)(sheng)(sheng)生(sheng)(sheng)(sheng)涯(ya)發(fa)(fa)(fa)展(zhan)的(de)(de)(de)(de)重要(yao)分(fen)(fen)水嶺(ling)，進入高(gao)(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)階(jie)(jie)段后，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)能(neng)力呈分(fen)(fen)化(hua)趨勢，有的(de)(de)(de)(de)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)適合學(xue)(xue)(xue)習(xi)普(pu)(pu)高(gao)(gao)學(xue)(xue)(xue)術課程(cheng)，有的(de)(de)(de)(de)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)適合學(xue)(xue)(xue)習(xi)技能(neng)課程(cheng)，要(yao)求學(xue)(xue)(xue)生(sheng)(sheng)(sheng)學(xue)(xue)(xue)一樣的(de)(de)(de)(de)普(pu)(pu)高(gao)(gao)課程(cheng)，不(bu)(bu)僅(jin)是無視學(xue)(xue)(xue)生(sheng)(sheng)(sheng)能(neng)力差異的(de)(de)(de)(de)表現，并且很容易讓(rang)(rang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)產生(sheng)(sheng)(sheng)厭學(xue)(xue)(xue)情緒。當前(qian)國(guo)家重視發(fa)(fa)(fa)展(zhan)實(shi)體經濟，社會上(shang)有著大量的(de)(de)(de)(de)高(gao)(gao)技能(neng)人才的(de)(de)(de)(de)需求，因此更(geng)需要(yao)這(zhe)些高(gao)(gao)技能(neng)人才接受(shou)專業(ye)、系(xi)統的(de)(de)(de)(de)職業(ye)教育。不(bu)(bu)僅(jin)如此，在(zai)推動高(gao)(gao)中(zhong)(zhong)(zhong)(zhong)(zhong)階(jie)(jie)段學(xue)(xue)(xue)校多(duo)(duo)(duo)(duo)(duo)(duo)樣化(hua)發(fa)(fa)(fa)展(zhan)的(de)(de)(de)(de)同時，還要(yao)建立(li)(li)多(duo)(duo)(duo)(duo)(duo)(duo)元評價(jia)(jia)體系(xi)，讓(rang)(rang)“多(duo)(duo)(duo)(duo)(duo)(duo)樣”在(zai)“多(duo)(duo)(duo)(duo)(duo)(duo)元”的(de)(de)(de)(de)評價(jia)(jia)體系(xi)中(zhong)(zhong)(zhong)(zhong)(zhong)擁有完全平(ping)等的(de)(de)(de)(de)地位。這(zhe)樣才能(neng)給學(xue)(xue)(xue)生(sheng)(sheng)(sheng)多(duo)(duo)(duo)(duo)(duo)(duo)元的(de)(de)(de)(de)選(xuan)(xuan)擇(ze)，以(yi)此為不(bu)(bu)同稟賦(fu)的(de)(de)(de)(de)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)多(duo)(duo)(duo)(duo)(duo)(duo)樣化(hua)成長成才鋪(pu)架(jia)立(li)(li)交橋，促(cu)進普(pu)(pu)職互通(tong)協調發(fa)(fa)(fa)展(zhan)。
縱觀(guan)高(gao)(gao)(gao)(gao)中(zhong)(zhong)階(jie)(jie)段(duan)普(pu)職(zhi)(zhi)融(rong)通(tong)(tong)整體研(yan)究(jiu)(jiu)(jiu)成(cheng)果(guo)，目前多(duo)基(ji)于文獻(xian)或(huo)者(zhe)思辨(bian)為主的(de)(de)(de)(de)(de)理論研(yan)究(jiu)(jiu)(jiu)，實(shi)證研(yan)究(jiu)(jiu)(jiu)分析較少。因此，研(yan)究(jiu)(jiu)(jiu)者(zhe)在接下來的(de)(de)(de)(de)(de)研(yan)究(jiu)(jiu)(jiu)中(zhong)(zhong)應(ying)該注重平衡實(shi)證研(yan)究(jiu)(jiu)(jiu)和(he)規范研(yan)究(jiu)(jiu)(jiu)，加強研(yan)究(jiu)(jiu)(jiu)的(de)(de)(de)(de)(de)科學性以(yi)及現(xian)(xian)實(shi)性，避免研(yan)究(jiu)(jiu)(jiu)理論與現(xian)(xian)實(shi)的(de)(de)(de)(de)(de)教(jiao)育(yu)(yu)軌(gui)跡(ji)相(xiang)(xiang)悖的(de)(de)(de)(de)(de)困境。除此以(yi)外，研(yan)究(jiu)(jiu)(jiu)者(zhe)還(huan)應(ying)聚焦探(tan)索如(ru)何改(gai)變“千(qian)校(xiao)一面”的(de)(de)(de)(de)(de)高(gao)(gao)(gao)(gao)中(zhong)(zhong)階(jie)(jie)段(duan)教(jiao)育(yu)(yu)、探(tan)索特(te)色高(gao)(gao)(gao)(gao)中(zhong)(zhong)多(duo)樣化辦學、高(gao)(gao)(gao)(gao)中(zhong)(zhong)階(jie)(jie)段(duan)多(duo)元評價體系(xi)(xi)、普(pu)職(zhi)(zhi)學習成(cheng)果(guo)互認(ren)制(zhi)度(du)以(yi)及探(tan)索如(ru)何建立(li)與普(pu)通(tong)(tong)高(gao)(gao)(gao)(gao)考相(xiang)(xiang)平等的(de)(de)(de)(de)(de)職(zhi)(zhi)教(jiao)高(gao)(gao)(gao)(gao)考制(zhi)度(du)等方面的(de)(de)(de)(de)(de)內容。高(gao)(gao)(gao)(gao)中(zhong)(zhong)階(jie)(jie)段(duan)施行(xing)(xing)普(pu)職(zhi)(zhi)融(rong)通(tong)(tong)不僅僅是我國(guo)現(xian)(xian)代教(jiao)育(yu)(yu)體系(xi)(xi)發展的(de)(de)(de)(de)(de)整體趨勢，也是世界高(gao)(gao)(gao)(gao)中(zhong)(zhong)教(jiao)育(yu)(yu)體系(xi)(xi)發展的(de)(de)(de)(de)(de)大致走向(xiang)。高(gao)(gao)(gao)(gao)中(zhong)(zhong)階(jie)(jie)段(duan)作(zuo)為人生的(de)(de)(de)(de)(de)分水(shui)嶺，加強普(pu)通(tong)(tong)高(gao)(gao)(gao)(gao)中(zhong)(zhong)和(he)職(zhi)(zhi)業高(gao)(gao)(gao)(gao)中(zhong)(zhong)互通(tong)(tong)共融(rong)勢在必行(xing)(xing)。
（三）深化普職融通課程研究，賦能普職融通高質量發展
課程體(ti)系的(de)(de)建構是(shi)滿(man)足學(xue)生多(duo)樣化(hua)學(xue)習需求、推進教育高質量(liang)發展的(de)(de)重(zhong)要(yao)舉措，課程融(rong)通作為普(pu)職(zhi)融(rong)通的(de)(de)基本載體(ti)，值得研究者們深入研究。李(li)錄琴通過(guo)研究發現，大(da)陸、港臺地區在規劃或修(xiu)訂普(pu)通高中課程方案(an)時，都(dou)將普(pu)職(zhi)融(rong)通作為培養(yang)學(xue)生關(guan)鍵能力、引導學(xue)生自(zi)主(zhu)選擇以及多(duo)元發展的(de)(de)重(zhong)要(yao)組成部分。其課程體(ti)系主(zhu)要(yao)以統(tong)整、跨學(xue)科的(de)(de)課程引導學(xue)生走(zou)向(xiang)“全人(ren)”發展，將課程的(de)(de)選擇權交(jiao)給學(xue)生，使學(xue)生的(de)(de)個性特長得到充分發展。
然(ran)而(er)，我國(guo)(guo)(guo)(guo)學者對于(yu)普(pu)職(zhi)(zhi)融通(tong)(tong)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)體系(xi)的(de)(de)研(yan)究(jiu)(jiu)并不(bu)深入，多(duo)聚焦于(yu)國(guo)(guo)(guo)(guo)外(wai)(wai)普(pu)職(zhi)(zhi)融通(tong)(tong)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)模式的(de)(de)引(yin)介，且研(yan)究(jiu)(jiu)多(duo)以(yi)(yi)文獻或理(li)論研(yan)究(jiu)(jiu)為(wei)主(zhu)，缺乏對課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)體系(xi)構(gou)建的(de)(de)內(nei)在邏(luo)輯以(yi)(yi)及(ji)(ji)(ji)內(nei)在價值進行研(yan)究(jiu)(jiu)，因此也并未(wei)探索(suo)出一(yi)條(tiao)符合中(zhong)(zhong)(zhong)國(guo)(guo)(guo)(guo)國(guo)(guo)(guo)(guo)情的(de)(de)普(pu)職(zhi)(zhi)融通(tong)(tong)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)模式。隨著高中(zhong)(zhong)(zhong)教(jiao)(jiao)(jiao)育(yu)的(de)(de)普(pu)及(ji)(ji)(ji)，學校應更加注重學生(sheng)(sheng)多(duo)元(yuan)化發(fa)展，掙脫傳統教(jiao)(jiao)(jiao)育(yu)的(de)(de)桎梏，將職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)育(yu)的(de)(de)思想滲透到普(pu)通(tong)(tong)教(jiao)(jiao)(jiao)育(yu)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)中(zhong)(zhong)(zhong)，為(wei)學生(sheng)(sheng)構(gou)建清(qing)晰的(de)(de)職(zhi)(zhi)業(ye)(ye)認知以(yi)(yi)及(ji)(ji)(ji)未(wei)來職(zhi)(zhi)業(ye)(ye)藍圖奠定(ding)基礎(chu)。研(yan)究(jiu)(jiu)者除(chu)了更加深入對國(guo)(guo)(guo)(guo)外(wai)(wai)普(pu)職(zhi)(zhi)融通(tong)(tong)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)模式的(de)(de)研(yan)究(jiu)(jiu)，還應聚焦于(yu)中(zhong)(zhong)(zhong)小(xiao)學職(zhi)(zhi)業(ye)(ye)啟蒙課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)改革(ge)、中(zhong)(zhong)(zhong)等職(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)育(yu)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)改革(ge)、特色高中(zhong)(zhong)(zhong)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)改革(ge)等重要領域，豐(feng)富理(li)論成果，探索(suo)出一(yi)條(tiao)符合中(zhong)(zhong)(zhong)國(guo)(guo)(guo)(guo)國(guo)(guo)(guo)(guo)情的(de)(de)普(pu)職(zhi)(zhi)融通(tong)(tong)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)模式，為(wei)學生(sheng)(sheng)架起(qi)教(jiao)(jiao)(jiao)育(yu)四通(tong)(tong)八達的(de)(de)立交橋。
（四）延伸普職融通教育層次，打造完備普職融通教育體系
2022年12月印發(fa)的(de)(de)《關(guan)于深化現代職(zhi)(zhi)業教育(yu)(yu)體(ti)系建設改革(ge)的(de)(de)意(yi)見(jian)》指出，“以推(tui)動(dong)職(zhi)(zhi)普(pu)融通(tong)(tong)為關(guan)鍵……統籌職(zhi)(zhi)業教育(yu)(yu)、高(gao)等教育(yu)(yu)、繼(ji)續教育(yu)(yu)協同(tong)創新(xin)……支持(chi)高(gao)水平本科(ke)學(xue)校參與職(zhi)(zhi)業教育(yu)(yu)改革(ge)”。最新(xin)政策表明，我國現在所強調的(de)(de)普(pu)職(zhi)(zhi)融通(tong)(tong)不再限(xian)于高(gao)中階(jie)(jie)段(duan)教育(yu)(yu)，同(tong)時也包括義務(wu)教育(yu)(yu)階(jie)(jie)段(duan)、高(gao)等教育(yu)(yu)階(jie)(jie)段(duan)以及繼(ji)續教育(yu)(yu)階(jie)(jie)段(duan)，尤其是高(gao)等教育(yu)(yu)階(jie)(jie)段(duan)和繼(ji)續教育(yu)(yu)階(jie)(jie)段(duan)的(de)(de)普(pu)職(zhi)(zhi)融通(tong)(tong)研究是未來需要關(guan)注的(de)(de)重(zhong)要研究領域。
審(shen)視已有的(de)(de)(de)(de)(de)(de)關(guan)于(yu)(yu)(yu)普(pu)(pu)職融(rong)通的(de)(de)(de)(de)(de)(de)研(yan)(yan)究(jiu)(jiu)(jiu)(jiu)，多限于(yu)(yu)(yu)高(gao)中(zhong)階(jie)(jie)段的(de)(de)(de)(de)(de)(de)普(pu)(pu)職融(rong)通研(yan)(yan)究(jiu)(jiu)(jiu)(jiu)，在義務(wu)教(jiao)(jiao)(jiao)育(yu)階(jie)(jie)段的(de)(de)(de)(de)(de)(de)職業(ye)啟(qi)蒙(meng)教(jiao)(jiao)(jiao)育(yu)研(yan)(yan)究(jiu)(jiu)(jiu)(jiu)也逐漸(jian)受到(dao)相關(guan)學(xue)者(zhe)的(de)(de)(de)(de)(de)(de)關(guan)注(zhu)，但對(dui)(dui)于(yu)(yu)(yu)高(gao)等教(jiao)(jiao)(jiao)育(yu)、繼續教(jiao)(jiao)(jiao)育(yu)階(jie)(jie)段的(de)(de)(de)(de)(de)(de)普(pu)(pu)職融(rong)通研(yan)(yan)究(jiu)(jiu)(jiu)(jiu)成果較少。為此，在后續的(de)(de)(de)(de)(de)(de)研(yan)(yan)究(jiu)(jiu)(jiu)(jiu)中(zhong)，應進(jin)一步(bu)強化(hua)在這兩個層(ceng)次中(zhong)的(de)(de)(de)(de)(de)(de)普(pu)(pu)職融(rong)通的(de)(de)(de)(de)(de)(de)研(yan)(yan)究(jiu)(jiu)(jiu)(jiu)。對(dui)(dui)于(yu)(yu)(yu)高(gao)等教(jiao)(jiao)(jiao)育(yu)階(jie)(jie)段的(de)(de)(de)(de)(de)(de)普(pu)(pu)職融(rong)通，研(yan)(yan)究(jiu)(jiu)(jiu)(jiu)者(zhe)應主要聚焦普(pu)(pu)通高(gao)等教(jiao)(jiao)(jiao)育(yu)參與高(gao)技能(neng)人培養、舉辦職業(ye)師范(fan)教(jiao)(jiao)(jiao)育(yu)、提供理(li)論智庫(ku)服務(wu)等領域；對(dui)(dui)于(yu)(yu)(yu)繼續教(jiao)(jiao)(jiao)育(yu)階(jie)(jie)段的(de)(de)(de)(de)(de)(de)普(pu)(pu)職融(rong)通，研(yan)(yan)究(jiu)(jiu)(jiu)(jiu)者(zhe)應積極探索學(xue)歷教(jiao)(jiao)(jiao)育(yu)與技能(neng)培訓的(de)(de)(de)(de)(de)(de)一體(ti)化(hua)發展(zhan)，關(guan)注(zhu)學(xue)分(fen)銀行制(zhi)度、職業(ye)資格證書(shu)制(zhi)度的(de)(de)(de)(de)(de)(de)優化(hua)，為學(xue)習型(xing)社會、學(xue)習型(xing)大國的(de)(de)(de)(de)(de)(de)創建提供有針(zhen)對(dui)(dui)性的(de)(de)(de)(de)(de)(de)咨詢服務(wu)。
來源：教育與職業(ye)。
作(zuo)者:朱(zhu)長江，江蘇(su)師范(fan)大學(xue)教(jiao)育科學(xue)學(xue)院在讀碩士(shi)；陳鵬(peng)，江蘇(su)師范(fan)大學(xue)教(jiao)育科學(xue)學(xue)院，教(jiao)授、博士(shi)；本文(wen)刊發在《教(jiao)育與職(zhi)業(ye)》雜志2023年15期
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