中国职业技术教育

边疆县域中职教育肩负着技能人才培养与民族文化传承的双重使命，其发展关键在于实现从外部资源“嵌入”到内源性“生根”的转变。以云南省绥江县职业高级中学为个案，基于嵌入性理论，深入剖析其在政策、认知、结构及文化四个维度的实践。该转变过程依赖于一套系统性的在地化培养模式，即通过设定分层教育目标、开发民族特色课程、组建多元师资队伍，并有机衔接就业支持，共同构筑了一个使外部干预得以“生根”的实践环境。为此，须疏通政策落地的微观机制，促进培养链与地方产业网的深度耦合，并强化学生对乡土发展的价值认同，最终实现职业技能赋能与民族文化传承的协同共进，为边疆县域的社会稳定与经济振兴提供可持续内生动力。

County secondary vocational education bears the dual mission of cultivating skilled talents and preserving ethnic culture. Its key developmental challenge lies in transitioning from the "embedding" of external resources to endogenous "rooting". Drawing on embeddedness theory, this paper uses Suijiang County Vocational Senior High School in Yunnan Province as a case study and conducts an in-depth analysis of its practices across four dimensions: policy, cognition, structure, and culture. This transformative process relies on a systematic, localized cultivation model that establishes a practical environment conducive to the "rooting" of external interventions by setting stratified educational objectives, developing curricula that feature ethnic characteristics, assembling a diverse teaching workforce, and organically integrating employment support. To this end, it is necessary to unblock the micro-mechanisms of policy implementation, promote deep coupling between the cultivation chain and the local industrial network, and strengthen students' value identification with local development. Ultimately, this approach aims to achieve the synergistic advancement of vocational skills empowerment and ethnic cultural heritage, thereby providing sustainable endogenous momentum for social stability and economic revitalization in border counties.