【摘要】 基于教育“共同利益”视角，深度访谈了26位校企合作相关者，采用程序化扎根理论三级编码方法，归纳出与“增强职业教育适应性”文化-认知紧密相关的图式有“合作动机”文化-认知图式、“自我身份”文化-认知图式、“创新创业”文化-认知图式。这些认知图式影响着个体以某种相似的方式去理解职业教育适应性并指导其行为，反映出职业教育的“结构嵌入”、合作发展的“齐心协力”、创新创业的“绚丽多彩”等悬浮表征。提出了“共同利益”理念指导下的职业教育“关系嵌入”、共建知识技能“共享平台”、立足岗位创新创业能力“开花结果”等措施，弱化悬浮表征产生的负面作用，不断增强职业教育适应性。更多还原

【Abstract】 Based on the “common interest”perspective, this research utilized the three-level coding process of Procedural Grounded Theory, classified “enhancing the adaptability of vocational education” culture-cognitive schema into “cooperative motivation” culture-cognition schema, “self-identity” culture-cognition schema, and “innovation and entrepreneurship” culture-cognition schema through in-depth interview of 26 stakeholders of university-industry cooperation. These schema led the individuals to comprehend adaptability of vocational education in similar way, guided their behavior, and reflected the suspension representation of vocational education, such as “structural embedding”, “concerted efforts” of cooperation and development, and “rich colors” of innovation and entrepreneurship. The paper puts forward measures such as “relationship embedding” in vocational education, building a “sharing platform” for knowledge and skills, and training ability based on the position under the guidance of “common interests”, weaken the negative effects of suspension representation, progressively enhance the adaptability of vocational education.更多还原