职业本科通识课程建设的"双轨张力"与融通逻辑OACHSSCD

As a crucial component of China's modern vocational education system,vocational undergraduate education holds a typological positioning distinct from higher vocational colleges that emphasize skill proficiency and ordinary undergraduate programs that focus on academic literacy.The way general education courses are positioned and constructed serves as a core indicator for clearly differentiating vocational undergraduate education from these other two types.Based on an empirical analysis of the current state of general education course construction in 87 vocational undergraduate universities,this paper focuses on the"dual-track tension"between the"vocational"logic and the"academic"logic.It systematically analyzes its manifestations and delves into its root causes.Drawing on the experience of general education course construction in ordinary undergraduate programs,and grounded in the theoretical foundation of"integration of general and specialized education",this paper constructs a"three-tiered,vocational-contextualized"integration model.This model aims to achieve the organic unity of vocational literacy and general literacy,providing a theoretically self-consistent and practically operable solution for resolving the identity dilemma of vocational undergraduate education and cultivating high-level technical and skilled talents possessing both"immediate professional competence"and"sustainable development capacity".