从“订单培养”到“订单引领”：产教融合视域下校企协同育人模式的理论建构

From “Order-Based Training” to “Order-Based Leadership”: Theoretical Construction of School-Enterprise Collaborative Education Model under the Perspective of Industry-Education Integration

摘要: 在职业教育高质量发展与新质生产力加速形成的双重驱动下，订单班正从以岗位输送为目标的“订单培养”模式，转向以能力生成、过程协同与机制嵌入为特征的“订单引领”模式。然而，实践中长期面临“校热企冷”、协同不足、评价缺位等结构性困境。既有研究多从学校或企业单一路径出发，未能形成整体解释。本文整合交易成本理论、互动仪式链理论与新制度主义，构建“订单引领、校企融合”的分析框架。研究揭示，传统困境根植于专用性人力资本投资的“套牢”风险、集体行动困境以及制度合法性与情感能量的双重匮乏。“订单引领”将订单从数量协议升维为能力标准协议，推动需求牵引，在“三阶递进”中系统降低交易成本、稳固协同关系。通过对多所院校实践的系统归纳，建构出“一核双体、五维三阶、四环联动”的理论模型，阐明了只有订单嵌入培养前端，企业任务与评价贯穿全过程时，订单班才能完成从就业保障型合作向能力生成型协同的跃迁。本文揭示了困境的深层机制，实现了“订单”概念从就业安排向能力引领的理论重构，提供了兼具解释力与操作性的分析框架。

Abstract: Under the dual drive of high-quality development of vocational education and the accelerated formation of new productive forces, order-based classes are shifting from the “order-based training” model aimed at job placement to the “order-based leadership” model characterized by ability generation, process collaboration, and mechanism embedding. However, in practice, they have long faced structural predicaments such as “schools being enthusiastic but enterprises being indifferent”, insufficient collaboration, and the absence of evaluation. Existing studies mostly approach the issue from a single perspective of either schools or enterprises, failing to provide an overall explanation. This paper integrates transaction cost theory, interaction ritual chain theory, and new institutionalism to construct an analytical framework of “order-based leadership and school-enterprise integration”. The research reveals that the traditional predicaments are rooted in the “lock-in” risk of specific human capital investment, collective action dilemmas, and the dual deficiency of institutional legitimacy and emotional energy. “Order-based leadership” elevates orders from quantity agreements to ability standard agreements, promoting demand-driven collaboration and systematically reducing transaction costs and stabilizing collaborative relationships through a “three-stage progressive” approach. Through systematic induction of practices from multiple institutions, a theoretical model of “one core, two entities, five dimensions, three stages, and four-loop linkage” is constructed, clarifying that only when orders are embedded in the front end of training and enterprise tasks and evaluations run through the entire process can order-based classes achieve a leap from employment guarantee cooperation to ability generation collaboration. This paper reveals the deep-seated mechanisms of the predicaments, realizes the theoretical reconstruction of the “order” concept from employment arrangement to ability leadership, and provides an analytical framework that is both explanatory and operational.