创新创业教育赋能手作产业的技能培育与价值升级路径研究

Research on the Path of Skill Cultivation and Value Upgrading of Handicraft Industry Empowered by Innovation and Entrepreneurship Education

摘要: 在乡村振兴战略全面推进与教育数字化转型加速落地的双重时代语境中，乡村手作产业凭借“低门槛吸纳劳动力、强文化承载乡土价值”的特性，成为激活县域经济末梢、破解乡村“空心化”的重要抓手，但当前多数手作产业面临“技能青黄不接、产品同质化严重”的发展瓶颈，其可持续升级迫切需要教育体系提供智力与人才的双重支撑。本文以山东省滨州市时张孟新村的手作产业为田野案例，借鉴舒尔茨人力资本理论与布迪厄文化资本理论的核心视角，搭建“知识传递–技能孵化–文化传承”三维分析框架，具体阐释乡村教育如何通过“基础市场认知普及、阶梯式手工技能培训、在地文化创意转化”的递进实践路径，为手作产业提供从劳动力素养提升到品牌价值升级的全链条赋能。研究表明，通过构建“高校智力供给–村社组织协调–工坊实践转化”的三方协同机制，教育有效弥合了手作产业“技能断层”“文化空心”的短板，更推动乡村留守群体实现了“从被动劳动力到主动创业者”的身份跃迁。本文的实践总结，可为中西部劳动力外流型村庄探索“教育嵌入型手作产业”增收模式提供参考，也为乡村教育对接地方产业需求、实现“以教促产、以产兴村”提供新的路径借鉴。

Abstract: Against the dual contemporary context of the comprehensive advancement of the rural revitalization strategy and the accelerated implementation of educational digital transformation, the rural handicraft industry, with its characteristics of “low-threshold labor absorption and strong cultural bearing of local values”, has become an important starting point for activating the terminal of the county economy and addressing rural “hollowing-out”. However, most current handicraft industries are confronted with development bottlenecks such as “skill gap between generations and severe product homogenization”, and their sustainable upgrading urgently requires the dual support of intellectual resources and talents from the education system. Taking the two-dimensional handicraft industry in Shizhangmeng New Village, Binzhou, Shandong as a field case, this paper draws on the core perspectives of Schultz’s human capital theory and Bourdieu’s cultural capital theory to construct a three-dimensional analytical framework of “knowledge transfer, skill incubation, cultural inheritance”. It specifically explains how rural education provides full-chain empowerment for the handicraft industry from labor quality improvement to brand value upgrading through the progressive practical path of “popularization of basic market cognition, stepped manual skill training, and creative transformation of local culture”. The research shows that by building a tripartite collaborative mechanism of “university intellectual supply, village community organizational coordination, workshop practical transformation”, education not only effectively bridges the shortcomings of “skill gap” and “cultural emptiness” in the handicraft industry, but also promotes the identity transition of rural left-behind groups from “passive laborers to active entrepreneurs”, ultimately forming a positive cycle of “education empowers industrial quality improvement and industry feeds back rural development”. The practical summary of this paper can provide reference for labor-outflow villages in central and western China to explore the income-increasing model of “education-embedded handicraft industry”, and also offer new path insights for rural education to connect with local industrial needs and realize “promoting industry through education and revitalizing villages through industry”.