Firstly, it highly intersects with higher education. Generality and professionalism were originally the controversial concepts in higher education, but now they have been added to the concept of professionalism. Vocational education and higher education, as the interface between the Educational stage and the working stage of students' access to society, used to be relatively clear in content, mode and level, but now they are intertwined in a large range. For example, what kind of education does higher vocational education, applied undergraduate education and professional degrees belong to? Theoretical intervention is needed to clarify the truth.

其二，對基礎教育要求增強。過去，職業(yè)教育作為一種以身體技術(shù)技能熟練為基礎的習慣性反應獲得，學會后就不用再過多費腦思考，但隨著現(xiàn)代技術(shù)的發(fā)展，操作更加復雜，學習過程不僅是身體的訓練，更是腦力的訓練。現(xiàn)代技術(shù)遵循科學原理，不知原理，技術(shù)很難進步，同時技術(shù)又是習得的，需要真實環(huán)境訓練，因此理論教學和實踐培訓成為職業(yè)教育基本的育人方式。既需要接受職業(yè)教育的學生有一定的理論基礎，更需要根據(jù)情況適當延長學習年限，現(xiàn)代職業(yè)教育與傳統(tǒng)有了很大的不同。

Secondly, there is an increased demand for basic education. In the past, vocational education was a habitual response based on proficiency in physical and technical skills, and once learned, there was no need to think too much. However, with the development of modern technology, the operation became more complex, and the learning process was not only physical training, but also mental training. Modern technology follows scientific principles, and without knowing the principles, it is difficult for technology to progress. At the same time, technology is acquired and requires training in a real environment. Therefore, theoretical teaching and practical training have become the basic methods of vocational education. Students who need to receive vocational education not only have a certain theoretical foundation, but also need to extend their learning years appropriately according to the situation. Modern vocational education is very different from traditional education.

其三，形成校內(nèi)學徒制教學模式。企業(yè)是追求利潤的經(jīng)濟組織，而社會人才市場又是開放的，企業(yè)一般不再愿意主動去承擔職業(yè)教育的實踐教學責任，而且教育規(guī)模龐大，企業(yè)就是有意愿也承接不了全部。因此，學校需要建立和發(fā)展自己的實訓基地，通過自建、政府幫建、企業(yè)共建、社會參建等形式，完成規(guī)?；膶W生實踐教學任務。學校僅靠“雙師型”教師無法承擔這些任務，需要一批來自企業(yè)的全職或兼職教師。學校內(nèi)部開展的學徒制，主要著眼于共性基礎或特色教學，許多生產(chǎn)一線的內(nèi)容還是盡量與企業(yè)合作，這就需要政府搭臺，構(gòu)建教育與產(chǎn)業(yè)、學校與企業(yè)的共同體。學徒制模式在學校、企業(yè)的大規(guī)模雙場景開展，是今后職業(yè)教育的常態(tài)，也就是現(xiàn)代學徒制。

Thirdly, establish an apprenticeship based teaching model on campus. Enterprises are economic organizations that pursue profits, and the social talent market is open. Generally, enterprises are no longer willing to take the initiative to undertake the practical teaching responsibility of vocational education, and the scale of education is huge. Even if enterprises have the will, they cannot undertake all of it. Therefore, schools need to establish and develop their own practical training bases, and complete large-scale student practical teaching tasks through self construction, government assistance, enterprise co construction, social participation, and other forms. Schools cannot undertake these tasks solely by relying on "double qualified" teachers, and require a group of full-time or part-time teachers from enterprises. The apprenticeship system carried out within schools mainly focuses on common foundations or characteristic teaching, and many production frontline content still strives to cooperate with enterprises. This requires the government to establish a community between education and industry, as well as schools and enterprises. The apprenticeship model is carried out in large-scale dual scenarios in schools and enterprises, which will be the norm in future vocational education, that is, modern apprenticeship.

其四，貫穿于終身學習之中?？萍及l(fā)展和產(chǎn)業(yè)變革，使得職業(yè)處于不斷變化中。一個人從小就應該結(jié)合自己的個性特征接受一定的職業(yè)傾向、職業(yè)意識教育和一般性社會技能教育，在高等教育中除提高專業(yè)能力外也要注重培養(yǎng)相關的工作通用技能，在工作后更是要結(jié)合崗位需求不斷提高業(yè)務能力和成長性工作技能。由此可看出，職業(yè)教育和技術(shù)技能學習已經(jīng)突破了原來狹隘的概念，將伴隨人的一生。

Fourthly, it runs through Lifelong learning. The development of technology and industrial transformation have kept careers constantly changing. A person should receive certain vocational orientation, vocational awareness education, and general social skills education based on their individual characteristics from a young age. In higher education, in addition to improving professional abilities, it is also important to focus on cultivating relevant job general skills. After work, it is necessary to continuously improve professional abilities and growth work skills based on job requirements. From this, it can be seen that vocational education and technical skill learning have broken through the narrow concepts and will accompany people throughout their lives.

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