The evolution of the connotation, change dynamics and path selection of vocational education assisting rural governance in China from the perspective of industry-education integration
产教融合视域下职业教育助力我国乡村治理的内涵嬗递、变迁动力及路径选择

摘要

在吉登斯的结构化理论视角下，职业教育产教融合助力我国乡村治理的内涵嬗递是结构与行动互动的结果。从结构主导的劳教结合服务农业发展到行动主导的校企联动助力乡村治理，再到行动-结构互构的产教融合推动乡村振兴，职业教育产教融合助力我国乡村治理呈现了“教学点—学校层—产业链”的变化。这种变化的动力主要来自乡村经济社会规则和资源的结构性动力、职业院校和企业的行为性动力以及结构与行动互动的关系性动力。站在乡村全面振兴和教育强国的双重战略背景下，提出构建职业教育产教融合助力乡村振兴的人才支撑体系、“教育、科技、人才”一体化发展的农村职业教育产教融合生态体系、增强职业院校的关键办学能力、建强农业产教融合共同体等实现路径，推动乡村经济发展，实现共同富裕，贡献职业教育力量。

Abstract

From the perspective of Giddens’ structured theory, the connotation evolution of vocational education industry education integration in promoting rural governance in China is the result of the interaction between structure and action. From the structure led re education through labor combined with agricultural development services to the action led school enterprise linkage to support rural governance, and then to the action structure interaction of industry education integration to promote rural revitalization, the vocational education industry education integration has helped China’s rural governance present a change in the “teaching point school layer industry chain”. The driving force behind this change mainly comes from the structural dynamics of rural economic and social rules and resources, the behavioral dynamics of vocational colleges and enterprises, and the relational dynamics of structure and action interaction. Against the backdrop of the dual strategy of comprehensive rural revitalization and education strengthening, it is proposed to establish a talent support system for vocational education industry education integration to support rural revitalization, an ecological system for rural vocational education industry education integration that integrates education, technology, and talent development, enhance the key educational capabilities of vocational colleges, and build a strong agricultural industry education integration community to promote rural economic development and contribute vocational education to common prosperity.