认同视角下民国综合高中的职业教育探索与历史镜鉴OA

The practice of comprehensive high schools during the period of the Republic of China marked the institutional starting point of China's exploration of the relationship between general and vocational education.Based on the analytical framework of"social identity,self-identity and vocational identity",this study analyzes the institutional design and practical dilemmas of comprehensive high schools during the Republican period(1922-1932)to offer historical lessons for the development of comprehensive high schools in China's New Era.The findings show that,at the social identity level,conceptual and cultural conflicts emerged;at the self-identity level,there was a rupture between institutional ideals and individual practices;at the vocational identity level,schools lacked both career guidance capacity and sufficient resources.The negative interplay among these three identities led to institutional failure.In the new era,it is essential to reconstruct a synergistic support system integrating social,self and vocational identities.This can be achieved by optimizing the educational evaluation system and promoting positive social advocacy,strengthening psychological support and home-school collaboration,and deepening school-enterprise cooperation to enhance the effectiveness of career guidance.Such efforts will help address identity dilemmas and advance China's modern vocational education from legislative equality toward substantive equality.