职普融通中学习者流动的动力模型与机制分析OA

Whether learners can flow reasonably and orderly between vocational education and general education is the key for the integration of vocational and general education to transform from institutional design to practical implementation.From the learner's standpoint,this study takes the vocational-general integration class offered by a secondary vocational school in central Zhejiang Province as the research object.The findings show that the learner mobility in the integration of vocational and general education is mainly driven by three forces:the main driving force of national policies,the active actions of vocational colleges,and the subjective response of learners,presenting an interactive relationship that combines parallelism and progression.The stable occurrence of learner mobility is further manifested in three operating mechanisms:the subjective demand for development through an alternative channel constitutes the internal driving force,the concern about development paths forms the hindering factor,and the development performance after mobility forms continuous traction through demonstration effect.To promote the orderly flow of learners in the integration of vocational and general education,we should improve the mechanism of multiple choices and education type transformation to expand the independent transformation channels for learners;reduce mobility risks and transformation costs to eliminate learners'development concerns;and strengthen the development performance after mobility to form demonstration traction for learners'choices.