【摘要】 智能制造转型对现场工程师的培养提出了标准化与情境化的双重诉求，凸显学徒制规模扩张与隐性经验传授间的结构性张力。引入阈值概念与边界客体理论，依托博世订单班，对2021—2025级学徒开展纵向行动研究(N=83),构建了“结构赋能—情境激活”的双重育人机理及“双图谱映射”教学机制。研究证实，“阈值—拓展”框架有效消解了标准与情境的二元对立，为破解学徒制的建制化规模培养难题提供了中国特色新范式。更多还原

【Abstract】 The transformation of intelligent manufacturing imposes dual demands of standardization and contextualization for the cultivation of field engineers, highlighting the structural tension between the scale expansion of apprenticeship and the teaching of implicit experience. The paper introduces the threshold concept and boundary object theories, and conducts a longitudinal action research(N=83) on apprentices of grade 2021 to 2025 based on the "Bosch Order Class", constructing a dual education mechanism of "structural empowerment-situational activation" and a teaching mechanism of "double mapping". The research confirms that the "threshold-expansion" framework effectively eliminates the binary opposition between standardization and contextualization, and provides a new paradigm with Chinese characteristics for solving the challenge of institutionalized large-scale apprenticeship cultivation.更多还原