中国职业技术教育

现代学徒制在推行过程中常面临有形无实的实践困境，其根源在于现代学校教育的标准化、高效率逻辑与传统技艺习得的具身逻辑之间存在天然张力。研究基于21位国家级非遗代表性传承人的公开访谈文本资料，运用扎根理论方法，深入探究了隐性知识流动与演进的微观机制。研究发现，非遗代表性传承人的技艺生成遵循着“始于被规训的身体积淀，兴于生存困顿中的理性反思，成于跨界融合的异质重构”这一演进规律，确证了“身体先行”在复杂技艺习得中的本体论地位。面对现代职业教育的时空压缩挑战，研究提出应在现代学徒制框架内进行深层的制度重构，确立以刻意练习为核心的教学时序以夯实身体感知根基，创设包含真实挑战的逆向教学情境以激发技艺反思内驱力，优化双导师结构下的示范与转译协同机制，从而实现传统技艺基因在现代教育场域中的有效移植与再生。

Modern apprenticeship is often faced with practical difficulties in the process of implementation, which is rooted in the natural tension between the standardization and high efficiency logic of modern school education and the embodied logic of traditional skill acquisition. Based on the public interview text data of 21 national representative inheritors of intangible cultural heritage, this study uses the grounded theory method to deeply explore the micro-mechanism of tacit knowledge flow and evolution. The study found that the skill generation of the representative inheritor of intangible cultural heritage follows the evolution law of "starting from the disciplined body accumulation, the rational reflection in the survival dilemma,and the heterogeneous reconstruction of cross-border integration", which confirms the ontological status of "body first" in the acquisition of complex skills. In the face of the challenge of time and space compression in modern vocational education, the research proposes that the deep system reconstruction should be carried out within the framework of modern apprenticeship, the teaching sequence with deliberate practice as the core should be established to consolidate the foundation of body perception, the reverse teaching situation including real challenges should be created to stimulate the driving force of skill reflection, and the demonstration and translation coordination mechanism under the dual tutor structure should be optimized,so as to realize the effective transplantation and regeneration of traditional skill genes in the field of modern education.