‘三師協(xié)同"核心架構(gòu)下民族文化傳承與職教現(xiàn)代學(xué)徒制融合

——兼論'一站式'學(xué)生社區(qū)的拓展作用

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中圖分類號(hào)：G420文獻(xiàn)標(biāo)識(shí)碼：A

文章編號(hào)：2096-4110（2025）04（a）-0131-05

Abstract：Undertheimpactofglobalizationanddigitalization，nationalculturesfacethedilemmaoffaultyinheritancesubjects andendangeedsil，hileteodeapprenishisstmofvocatioaleducatioastepracticeiasofisuffientiation ofculturalgenes.Tisstudytakeste"three-teachrsyergy"（schoolteachers，enterpriseinstructors，andcultureinheritors）asthe structureoftheeducationsystem，andputsforwardtheinnovativepathof"culturaldecoding-livingheritage-industrial trasfoation".Theioatiepathf"curedcoding-ligiagnusttrasfoatio"isroposd，ndthldepasiocti of the"one-stop"studentcommunityincolaborativeeducationisdmonsrated.Byconstructingath-layerlogicodelof"goal mechanism-practice"，werealizetheparadigmtransformationofnationalculturefromstaticprotectiontodynamicinheritanceandpro motetheorganiccouplingoftraditionalskilsandmarketdemand.Empiricalevidenceshowsthatthemechanismof"tree-teacher synergy"cansigantlympovedentsiovatiabilitycatioalompetitivessdluralidetityoughstgrationandrolecomplementarity.Thisstudyprovidesatheoretical framework and practical paradigm for the synergistic development of vocational education and national culture，an importantreferencevalue for the cultivation ofcomplex talentsin ethnic areas.

Key words：Three-teacher synergy; Ethnic cultural heritage;Modern apprenticeship;Integration and innovation; "Onestop" student community; Outreach

全球化與數(shù)字化浪潮對(duì)民族文化傳承形成雙重沖擊，非遺技藝因傳承人老齡化與青年群體參與不足而瀕臨斷代；職業(yè)教育現(xiàn)代學(xué)徒制雖在產(chǎn)教融合政策推動(dòng)下廣泛實(shí)施，但仍存在“重技能輕文化"與“重標(biāo)準(zhǔn)輕特色"的實(shí)踐偏差，難以滿足民族地區(qū)對(duì)“技藝傳承 ?+ 產(chǎn)業(yè)創(chuàng)新”復(fù)合型人才的需求。（剩余6129字）