【摘要】 基础教育阶段职普融通是基础教育实现高质量发展,发挥“基点”作用的核心议题。以“融通阶段—政策工具—政策目标”为分析框架,系统梳理国家政策文件,对浙江、江苏、上海、山东四省(市)49份政策文件和3份评估指标体系进行分析,发现三省一市针对职普融通不同发展阶段出现的不协调、不通畅和不深入问题,呈现出政府主导下以“数量为先”到“质量为重”再到“生态为基”的阶段性困境治理模式,采取了以供给型和环境型为主的政策工具,两种类型教育的结构呈现从本质主义到建构主义、从工具理性到价值理性、从固定性结构到流动性过程转变的逻辑理路。基于各级政府从普职分流到职普融通过程中承担的职能与作用发挥,提出制度建设、落实载体、保障机制等可行的政策实现路径。更多还原

【Abstract】 The integration of vocational and general education in basic education represents a core issue for achieving high-quality development and fulfilling its fundamental role. Using the analytical framework of “integration stage-policy tools-policy objectives,” this study systematically reviews national policy documents and analyzes 49 policy texts and 3 evaluation indicator systems from Zhejiang, Jiangsu, Shanghai, and Shandong. The findings reveal that the four provinces(municipalities), in addressing the misalignment, blockages, and shallow practices across different stages of integration, have adopted a government-led governance model characterized by a staged transition from “quantity first” to “quality-oriented” and further to “ecology-based” approaches. Policy tools are primarily supply-oriented and environment-oriented. Moreover, the structural logic of the two types of education demonstrates a shift from essentialism to constructivism, from instrumental rationality to value rationality, and from fixed structures to dynamic processes. Based on the roles and functions undertaken by central and local governments in the shift from vocational-general differentiation to vocational – general integration, the study proposes feasible policy pathways, including institutional design, implementation carriers, and safeguard mechanisms.更多还原